Cognitive training is gaining in popularity, but studies on its effectiveness have not shown consistent results. While some studies have shown positive effects of training on fluid intelligence and other cognitive abilities, other studies have not. Furthermore, studies of the effectiveness of cognitive training in normative children in middle childhood are rare, as are studies on multicomponent cognitive training carried out in classic paper-pencil form. The aim of this study was to investigate the impact of regular cognitive training with mental tasks from the Misleca (Bucik et al., 2013) collection on cognitive abilities in middle childhood. Thirty-eight children participated in the research (mean age = 8 years and 5 months, SD = 3 months) and were randomly divided into experimental and control groups of the same size. After initial tests to measure fluid intelligence, verbal fluency, working memory, switching ability, inhibition, and visuospatial planning, the experimental group began training. This was conducted three times a week over a period of six weeks. After each session, children reported on their motivation for solving the tasks. The control group was passive. After six weeks, both groups of children took cognitive tests again. The results showed positive effects from the training on the children’s fluid intelligence, while no effects on other cognitive abilities were observed. The results also showed that children found this type of training interesting and were mostly motivated to solve the tasks.
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