Learn more about Cogmed - The Best Kind of Tech for Your Brain

 Cogmed Working Memory Training is a neuroscience-based digital program designed to strengthen the brain’s “mental workspace” so learners can focus better, follow complex instructions, and handle complex academic tasks with more confidence. Through a series of game-like, adaptive exercises completed about 25–30 minutes a day over five weeks, Cogmed continuously adjusts the challenge level to each user’s performance so training happens right at the edge of their capacity—where growth is most effective. The program is delivered with structured coaching and progress monitoring, helping children, teens, and adults stay engaged and complete enough high-quality training to see meaningful, real-world change.

For schools and clinics, Cogmed offers a way to build foundational cognitive capacity rather than just “tutoring the curriculum.” In large-scale randomized school-based trials, embedding Cogmed into the regular school day for first graders led to substantial and durable gains in working memory more than a year after training, with no loss of core instruction despite temporarily replacing regular lessons. 

Over time, additional benefits emerged in geometry, reading comprehension, fluid reasoning, and impulse control, alongside better teacher-rated self-regulation and classroom behavior. Remarkably, several years after a short first-grade Cogmed intervention, students were significantly more likely to enter advanced academic tracks in secondary school—suggesting that strengthening working memory early can set learners on more ambitious educational and life pathways.

Taken together with newer multi-year, large-population studies, this body of research paints a picture of Cogmed as a high-impact, non-pharmacological, evidence-based intervention that enhances core cognitive infrastructure. 

When implemented with appropriate intensity and coaching, Cogmed can support better learning, stronger attention and self-regulation, and improved long-term academic outcomes, making it a powerful complement to high-quality teaching and behavioral supports.

• Berger, E. M., Fehr, E., Hermes, H., Schunk, D., & Winkel, K. (2024). The impact of working memory training on children’s cognitive and noncognitive skills. Journal of Political Economy (in press).
   
• Neural Assembly / Cogmed. (2022). The cognitive comeback: New research with potential to end the debate as to whether cognitive training works. Cogmed White Paper Series, Issue 1.
   
• “Latest Cogmed Findings 2024: Long-Term Academic Impact” (white paper summary of the Mainz school-based trial).
   
• Cogmed. (2025). Cogmed Working Memory Training – Program overview and clinical applications. Retrieved from https://www.cogmed.com
   
• Gray, S. A., Chaban, P., Martinussen, R., et al. (2012). Cogmed Working Memory Training for youth with ADHD: A controlled trial. Journal of Attention Disorders.
   
• Bigorra, A., Garolera, M., Guijarro, S., & Hervás, A. (2016). Long-term far-transfer effects of working memory training in children with ADHD: A randomized controlled trial. European Child & Adolescent Psychiatry.
   
• Judd, N., & Klingberg, T. (2021). Training spatial cognition enhances mathematical learning in a randomized study of 17,000 children. Nature Human Behaviour.
   
• Pearson / Cogmed. (2020). Cogmed Working Memory Training: Claims and Evidence (technical report).