Selected ethical issues in computerized cognitive training.

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. (PsycInfo Database Record (c) 2020 APA, all rights reserved)Implications for Impact Statement: This article briefly reviews the empirical status of computerized cognitive training, with an emphasis on the potential benefits and risks associated with this form of intervention. The focus of this article is to discuss the ethical dilemmas involved in endorsing or providing computerized cognitive training as a service for children, which, to date, has yet to be discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved)