Objective: Studies suggesting promising results from computerized cognitive training (CCT) in pediatric populations have resulted in cognitive training being increasingly investigated within the scientific community. However, these seemingly promising results are often limited by methodological problems, suggesting that they may not generalize to real-world applications. These issues are all the more concerning given that CCT products often require an investment of time and finances. Despite the equivocal findings surrounding these interventions and their increasingly wide use, little discussion has taken place pertaining to the ethical issues of psychologists recommending and providing these programs to children. Method: In this article, we review relevant American Psychological Association Ethics Code standards and raise important questions for pediatric psychologists to consider, such as whether psychologists are prematurely supporting CCT as a legitimate intervention. To date, these questions have not been discussed in the literature to date. Results and Conclusions: This article offers a careful analysis of ethical considerations for examining such questions and offers recommendations for best practice.
- Cognitive training
- Computerized cognitive training
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health
- Developmental and Educational Psychology
- Clinical Psychology
- Applied Psychology