Better Mind Performance

Online Training

COMPREHENSIVE INTERACTIVE INTERNET SITE USED TO ENHANCE COGNITIVE AND COMMUNICATION COMPETENCE AT SCHOOL, WORK, AND HOME

More than 80 computer programs and thousands of ingenious activities to exercise specific cognitive skills related to memory, attention, perception, reading comprehension, language, logical thinking and reasoning.

Here is an example of one particular concentration program:

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and start locating the pairs of pictures by clicking in the corresponding boxesstep4
step4Through Multimedia technology, this educational tool offers animated pictures, photographs, text, sound, speech recognition, and audible text.Performance and progress reports based on: # exercises, Number of correct answers, percentage correct, and average response time.+Students, patients, and home users exercise virtually anywhere, just by using any kind of computer or mobile device with Internet access; If for some reason require exercise from another computer, do not lose their progress log.

Available in English and Spanish.
We provide assistance, training, and support ONLINE

  1. It is the largest and most varied battery of computer software programs for the purpose of cognitive training/rehabilitation.
  2. The software modality has been providing aphasia treatment programs and brain injury treatment programs since 1981.
  3. It is used in the rehabilitation departments by almost every major hospital in the United States and Canada.
  4. The software is available in a virtual platform; therefore, users can access the service from any computer (Mac or PC) or mobile device (iPad - Android - iPhone) just by entering a username and password (granted when purchasing the license for a certain period of time).
  5. This modality enhances professionals’ efficacy, quality, and efficiency in their practice by providing their clients with reliable and didactic computer training
  6. Professionals actually "prescribe" the most appropriate set of exercises from a store of 88 options to their students/patients/clients according to user needs.
  7. After a few sessions, patients and companions are familiar enough with the system to practice improving skills in a guided, yet independent manner as much as they want from home, school, office, or wherever they may find an Internet service.
  8. Professionals are in control of their students´/patients' access to the system as well as their performance and progress over their training/therapeutic process. Some professionals charge their patients in advance for training time (e.g. one week, 15 days, one month, etc.), which encourages many to utilize the service. In contrast, other professionals prefer to have multiple computer stations at their office in order to personally supervise several patients at a time. Others offer unlimited training time to their students at schools and companies in order to raise their group/teamwork performance in shorter terms. At the end of training, the professional deactivates user access.
  9. Frequency and intensity of training are critical to the progress of the patient. Usually, 1 or 2 sessions of 30 to 45 minutes each per week is insufficient for optimal recovery. Instead, a systematic and consistent practice of these lessons is usually required to affect brain plasticity, which ultimately allows patients to recover their impaired cognitive functions and students to better assimilate the contents of their academic subjects.

  1. The online cognitive training provides testing to students in order to automatically find out the most appropriate programs according with their weaknesses
  2. This is a versatile and powerful resource for IDEA, IEPs, 504 plans.
  3. Vacation, weekends, and holidays will not prevent kids to consistently continue with their training program anymore, since they can access to the service from everywhere they find Internet connection through a smart phone, iPad, Mac, PC, etc.
  4. It provides kids with; cognitive confidence and strength to better assimilate academic content and face tests
  5. Teachers and professionals save plenty of time on planning activities and assessing performance/progress
  6. There is not enough qualified bilingual teachers around the US to instruct nearly 5 million students classified as "English language learners" – those who have not yet achieved proficiency in English – or around 10 percent of children enrolled, according to recent figures available from the U.S. Department of Education. Visit the following link to read more on this educational challenge: http://www.huffingtonpost.com/2013/04/14/us-bilingual-education-_n_3079950.html. According to this situation, the 88 programs of the online cognitive training becomes a powerfully efficient and reliable didactic solution to the problem. Actually, this technological alternative encourages English learners, not only to read, write, understand, and talk, but also to think in English language.
  7. 60 out of the 88 cognitive training programs are also available in Spanish. Therefore, this is a significant didactic tool to be taken as reference in class of Spanish as a second language.
  8. In addition to previous benefits, this resource may also assist teachers/tutors and professionals on preventing, detecting, and treating (if required) specific ;developmental language/reading/cognitive disorders derived or not from bilingualism. More on bilingualism in the following link: http://www.healthofchildren.com/B/Bilingualism-Bilingual-Education.html
  9. Special programs, such as a cognitive competition may be organized through school districts in order to encourage students to improve their academic performance. If you are interested in developing projects like this, please contact us at This email address is being protected from spambots. You need JavaScript enabled to view it. for more information.
  10. The design was intended for communicative and cognitive therapeutic and training purposes. Therefore the programs look not as fancy and stimulating as videogames or interactive software developed mainly for entertainment. For instance, the main issue with ADHD is not actually the attention incapability. Indeed, they can remain for hours in front of a TV or computer playing their favorite games. The problem comes when they are required to pay attention to things or situations they dislike… ;

As a matter of fact, distractions take an unbelievable expensive toll on the productivity of an organization. Just click here for a detail quantitative report http://blog.idonethis.com/distractions-at-work. The online cognitive training as even been used in the Colombian Air Force – one of the currently most active ones in the world – along with biofeedback technology in order to improve situational awareness, time on task, memory for directions, cognitive recovery time after distractions, among other cognitive skills in pilots and aviation students.

Single-case study on training of Cognitive efficiency in an office environment: A Neuropsychophysiological approach


AUTHOR: Javier Cano Ocampo, scientific director of Mind Training, LLC.
E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

CREDITS: Innovations Software y Servicios – Parrot Software – J&J engineering – Mangold International

SUMMARY:
This is a quantitative and comparative analysis of cognitive efficiency in different stages of a cognitive training process + auditory neurofeedback of a 42-year old adult male in his workplace. Cognitive efficiency (as measured by Parrot Software cognitive programs) was defined as the best possible performance of the cognitive task while maintaining minimum stress and physiological strain. The training consisted of 9 sessions of 15 minutes each, at a rate of one session every other day where sessions were at the same time, same temperature, and in the same place.Under these conditions, the subject was presented with random computerized exercises along with three one-minute interruptions (cell phone calls) during each session. The exercises required the subject to read, remember, and execute three visuospatial related instructions. (e.g., “Place pen below book, place heart to the left of sun, place umbrella above cars”).; Meanwhile, the subject's face and his computer screen were videotaped. At the same time his EEG was monitored at FZ (the active EEG electrode location according with the international 10-20 EEG location system) as well as his skin conductance and peripheral temperature. Additionally, an auditory neurofeedback threshold was established at two tenths of EEG voltage unit below his Beta: Theta average. According to Lubar et al, 1995; Linden et al, 1996; among others, a typical EEG on ADHD shows excess of a 4-7Hz range (theta brain wave) at frontal lobe and reduced 13-18Hz (beta brain wave), then a protocol to reinforce an attentive state of mind might be provided to the subject with any kind of reinforcement as soon as he/she increases beta and inhibits theta. Therefore, the subject was constantly warned about his attention level. Finally, behavioral research software was used to correlate, in milliseconds, the physiological data with the observable cognitive and behavioral variables captured on video. After analyzing and comparing sessions number 4 and number 9, it was evidenced that the subject’s cognitive performance improved by 75%, his cognitive recovery time was reduced by 37%, and his Beta: Theta was reduced by 37%. Additionally, the subject increased peripheral temperature (in °F) and he significantly reduced his electro dermal activity, meaning reduced stress while performing the cognitive task.

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