CogniFit Education Platform. Educational technology designed for schools and professionals interested in taking on developmental problems and exploring brain functions related to cognitive development in childhood and adolescence.
Neuroeducation: Education Platform for Schools and Teachers
Neuropsychological evaluation, stimulation, and cognitive rehabilitation tools for your students
Neuroeducational Platform for Schools and Professors
Cognitive assessments to test skills and learning potential
Cognitive stimulation and/or rehabilitation for schools
This educational platform designed for schools is a professional instrument created by child neuropsychology specialists that may help educators without training in psychopedagogy analyze the learning and childhood developmental processes. The education platform from CogniFit is designed to help teachers in the following areas:
- Develop each student's potential: Learn about the brain processes implicated in learning and neurodevelopment.
- Implement methodological and didactic improvements: Incorporate a scientific base to the education process to help focus improvements in teaching and designing learning strategies. Enriching educational and vocational guidance.
- Prevention of poor school performance: Identify the risks to anticipate learning disorders. Evaluate students with a scientific objective to identify difficulties and disorders with more precision. Find out which cognitive weaknesses may affect the child's performance in school and learn how to properly handle the difficulty.
- Correct and/or redirect learning disorders: The educational technology platform from CogniFit allows teachers to design computerized brain training and/or rehabilitation programs in the classroom.
59 years old
Last activity: 02/01/2016 | 4:09 min
Registration date: 01/01/2013
Total number of logins: 23
Auditory Short-term Memory
55 and Over
Darwin Science Institute
60 and Over
60 and Over
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Type of group
Number of training regime iterations
DaVinci High School
12 years old | Right handed
DaVinci High School
Visual Short Term Memory
Cognitive Assessment to test skills and learning potential
Processes and educational neuropsychological assessment tools:
Detailed report. Explanation and academic impact:
Cognitive stimulation or brain training for schools
Cognitive stimulation and/or brain training for students:
The educational technology from CogniFit has been applied in different schools and centers from around the world, proving to be very effective for all students, and especially for those who have special needs or learning disabilities. This educational platform is designed to help identify the neurological causes that may be related to many problems with poor academic performance and help the main cognitive functions.
Poor academic performance is one of the most notable problems in the current academic system. This is why it is important to apply our knowledge of neuroscience to education and launch initiatives from schools to help find solutions and ways to ensure that students of all ages can properly develop their learning potential.
References: Conners, C. K. (1989). Manual for Conners’ rating scales. North Tonawanda, NY: Multi-Health Systems. • Wechsler, D. (1945). A standardized memory scale for clinical use. The Journal of Psychology: Interdisciplinary and Applied, 19(1), 87-95 • Korkman, M., Kirk, U., & Kemp, S (1998). NEPSY: A developmental neuropsychological assessment. Psychological Corporation. Korkman, M., Kirk, U., & Kemp, S (1998). Manual for the NEPSY. San Antonio, TX: Psychological corporation. • Tombaugh, T. N. (1996). Test of memory malingering: TOMM. North Tonawanda, NY: Multi-Health Systems. • Rey. Schmidt, M. (1994). Rey auditory verbal learning test: a handbook. Los Angeles: Western Psychological Services. • Toglia, J. P. (1993). Contextual memory test. Tucson, AZ: Therapy Skill Builders. • Stroop, J. R (1935). Studies of interference in serial verbal reactions. Journal of experimental psychology, 18(6), 643. • Heaton, R. K. (1981). A manual for the Wisconsin card sorting test. Western Psycological Services. • Shallice, T (1982). Specific impairments of planning. Philosophical Transactions of the Royal Society B: Biological Sciences, 298(1089), 199-209. • Hooper, E. H. (1983). Hooper visual organization test (VOT). • Greenberg, L. M., Kindschi, C. L., & Corman, C. L. (1996). TOVA test of variables of attention: clinical guide. St. Paul, MN: TOVA Research Foundation. • Asato, M. R., Sweeney, J. A., & Luna, B (2006). Cognitive processes in the development of TOL performance. Neuropsychologia, 44(12), 2259-2269. • Goh, D. S., & Swerdlik, M. E. (1985). FROSTIG DEVELOPMENTAL TEST OF VISUAL PERCEPTION. Test critiques, 2, 293. • Peretz C, Korczyn AD, Shatil E, Aharonson V, Birnboim S, Giladi N. - Computer-Based, Personalized Cognitive Training versus Classical Computer Games: A Randomized Double-Blind Prospective Trial of Cognitive Stimulation - Neuroepidemiology 2011; 36:91-9.