This is a par­tial list of the lit­er­a­ture reviewed dur­ing the research phase of the new book, The Sharp­Brains Guide to Brain Fit­ness, orga­nized by rel­e­vant chapter.

Intro­duc­tion

* Basak, C. et al. (2008). Can train­ing in a real-time strat­egy video game atten­u­ate cog­ni­tive decline in older adults? Psy­chol­ogy and Aging.
* Beg­ley, S. (2007). Train your mind, change your brain: How a new sci­ence reveals our extra­or­di­nary poten­tial to trans­form our­selves. Bal­lan­tine Books.
* DeKosky, S. T., et al. (2008). Ginkgo biloba for pre­ven­tion of demen­tia: a ran­dom­ized con­trolled trial. Jour­nal of the Amer­i­can Med­ical Asso­ci­a­tion, 300, 2253–2262.
* Doidge, N. (2007). The Brain that changes itself: Sto­ries of per­sonal tri­umph from the fron­tiers of brain sci­ence. Viking Adult.

Chap­ter 1. The Brain and Brain Fit­ness 101

* Bunge, S. A., & Wright, S. B. (2007). Neu­rode­vel­op­men­tal changes in work­ing mem­ory and cog­ni­tive con­trol. Cur­rent Opin­ion In Neu­ro­bi­ol­ogy, 17(2), 243–50.
* Dama­sio, A. (1995). Descartes’ error: Emo­tion, rea­son, and the human brain. Pen­guin Press.
* David Kolb, D. (1983). Expe­ri­en­tial learn­ing: Expe­ri­ence as the source of learn­ing and devel­op­ment. FT Press.
* Dra­gan­ski, B., Gaser, C., Kem­per­mann, G., Kuhn, H. G., Win­kler, J., Buchel, C., & May A. (2006). Tem­po­ral and spa­tial dynam­ics of brain struc­ture changes dur­ing exten­sive learn­ing. The Jour­nal of Neu­ro­science, 261231, 6314–6317.
* Gage, F. H., Kem­per­mann, G., & Song, H. (2007). Adult Neu­ro­ge­n­e­sis. Cold Spring Har­bor Lab­o­ra­tory Press, NY.
* Gard­ner, H. (1983). Frames of Mind: The the­ory of mul­ti­ple intel­li­gences. New York: Basic Books.
* Gaser, C. & Schlaug, G. (2003). Brain struc­tures dif­fer between musi­cians and non-musicians. The Jour­nal of Neu­ro­science, 23, 9240–9245.
* Jensen, E. (2006). Enrich­ing the brain: How to max­i­mize every learner’s poten­tial. Jossey-Bass.
* Kling­berg, T., Fer­nell, E., Ole­sen, P. J., John­son, M., Gustafs­son, P., Dahlstrm, K., Gill­berg, C. G., Forss­berg, H., & West­er­berg, H. (2005). Com­put­er­ized Train­ing of Work­ing Mem­ory in Chil­dren With ADHDA Ran­dom­ized, Con­trolled Trial. J Amer­i­can Acad­emy of Child and Ado­les­cent Psy­chi­a­try, 44(2), 177–186.
*Maguire, E. A., Wool­lett, K., & Spiers, H. J. (2006). Lon­don taxi dri­vers and bus dri­vers: A struc­tural MRI and neu­ropsy­cho­log­i­cal analy­sis. Hip­pocam­pus, 16, 1091–1101.
* Mechelli, A., Crin­ion, J. T., Nop­peney, U. , O’Doherty, J., Ash­burner, J., Frack­owiak, R. S., & Price, C. J. (2004). Struc­tural plas­tic­ity in the bilin­gual brain. Nature, 431, 757.
* Par­sons, L. M. (2001). Explor­ing the func­tional neu­roanatomy of music per­for­mance, per­cep­tion, and com­pre­hen­sion. Annals Of The New York Acad­emy Of Sci­ences, 930, 211–31.
* Roenker, D., Cis­sell, G., Ball, K., Wadley, V., & Edwards, J. (2003). Speed of pro­cess­ing and dri­ving sim­u­la­tor train­ing result in improved dri­ving per­for­mance. Human Fac­tors, 45, 218–233.
* Rueda, M. R., Pos­ner, M. I., & Roth­bart, M. K. (2005) The devel­op­ment of exec­u­tive atten­tion: con­tri­bu­tions to the emer­gence of self-regulation. Devel­op­men­tal Neu­ropsy­chol­ogy, 28, 573–594.
* Rueda, M. R., Roth­bart, M. K.., Sac­ca­manno, L., & Pos­ner, M. I. (2005) Training,maturation and genetic influ­ences on the devel­op­ment of exec­u­tive atten­tion. Pro­ceed­ings of the National Acad­emy of Sci­ences, 102, 14931–14936.
* Stern, Y. (2002). What is cog­ni­tive reserve? The­ory and research appli­ca­tion of the reserve con­cept. Jour­nal of Int. Neu­ropsych. Soc., 8, 448–460.
Syl­wester, R. (2007). The ado­les­cent brain: Reach­ing for auton­omy. Cor­win Press.
* Tang, Y., Ma, Y., Wang, J., Fan, Y., Feng, S., Lu, Q., et al. (2007). Short-term med­i­ta­tion train­ing improves atten­tion and self-regulation. Pro­ceed­ings of the National Acad­emy of Sci­ences, 104(43), 17152–17156.
* Woodruff, L., & Woodruff, B. (2007). In an instant: A Family‘s jour­ney of love and heal­ing. Ran­dom House.
* Zull, J. E. (2002). The art of chang­ing the brain: Enrich­ing the prac­tice of teach­ing by explor­ing the biol­ogy of learn­ing. Sty­lus Publishing.

Chap­ter 2. The 4 Pil­lars of Brain Maintenance

* Ball, K., Berch, D. B., Helmers, K. F., Jobe, J. B., Lev­eck, M. D., Mar­siske, M., Mor­ris, J. N., Rebok, G. W., Smith, D. M., Tennst­edt, S. L., Unverzagt, F. W., & Willis, S. L. (2002). Effects of cog­ni­tive train­ing inter­ven­tions with older adults. Jour­nal of the Amer­i­can Med­ical Asso­ci­a­tion, 288, 2271–2281.
* Basak, C. et al. (2008). Can train­ing in a real-time strat­egy video game atten­u­ate cog­ni­tive decline in older adults? Psy­chol­ogy and Aging.
* Brooks, J. O., Fried­man, L., Pear­man, A. M., Gray, C., & Yesav­age, J. A. (1999). Mnemonic train­ing in older adults: Effect of age, length of train­ing, and type of cog­ni­tive pre­train­ing. Inter­na­tional Psy­chogeri­atrics, 11, 75–84.
* Burns, N. R., Bryan J., Net­tel­beck T. (2006). Ginkgo biloba: no robust effect on cog­ni­tive abil­i­ties or mood in healthy young or older adults. Human Psy­chophar­ma­col­ogy, 21(1), 27–37.
* Col­combe, S., & Kramer, A. F. (2003). Fit­ness effects on the cog­ni­tive func­tion of older adults: A Meta-Analytic study. Psy­cho­log­i­cal Sci­ence, 14 (2) , 125–130.
* DeKosky, S. T., et al. (2008). Ginkgo biloba for pre­ven­tion of demen­tia: a ran­dom­ized con­trolled trial. Jour­nal of the Amer­i­can Med­ical Asso­ci­a­tion, 300, 2253–2262.
* Der­winger, A., Neely, A. S., Pers­son, M., Hill, R. D., & Back­man, L. (2003). Remem­ber­ing num­bers in old age: Mnemonic train­ing ver­sus self-generated strat­egy train­ing. Aging Neu­ropsy­chol­ogy and Cog­ni­tion, 10, 202–214.
* Elsabagh, S., Hart­ley, D. E., Ali, O., Williamson, E. M., & File, S. E. (2005). Dif­fer­en­tial cog­ni­tive effects of Ginkgo biloba after acute and chronic treat­ment in healthy young vol­un­teers. Psy­chophar­ma­col­ogy, 179(2), 437–46
* Eriks­son, P. S., Per­fil­ieva, E., Bjork-Eriksson, T., Alborn, A. N., Nor­borg, C., Peter­son, D., & Gage, F. H. (1998). Neu­ro­ge­n­e­sis in the adult human hip­pocam­pus. Nature Med­i­cine, 4(11): 1313–1317, 1998.
* Faherty, C. J., Shep­herd, K. R., Herasimtschuk, A., & Smeyne, R. J. (2005). Envi­ron­men­tal enrich­ment in adult­hood elim­i­nates neu­ronal death in exper­i­men­tal Parkin­son­ism. Mol­e­c­u­lar Brain Research, 134(1), 170–179.
* Fontani, G., Cor­rade­schi, F., Felici, A., Alfatti, F., Miglior­ini, S., & Lodi L. (2005). Cog­ni­tive and phys­i­o­log­i­cal effects of Omega-3 polyun­sat­u­rated fatty acid sup­ple­men­ta­tion in healthy sub­jects. Euro­pean Jour­nal of Clin. Invest., 35(11), 691–9.
* Gage, F. H., Kem­per­mann, G., & Song, H. (2007). Adult Neu­ro­ge­n­e­sis. Cold Spring Har­bor Lab­o­ra­tory Press, NY.
* Gopher, D., Weil, M., & Bareket, T. (1994). Trans­fer of skill from a com­puter game trainer to flight. Human Fac­tors, 36, 1–19.
* Heyn, P., Abreu, B. C., & Otten­bacher, K. J. (2004). The effects of exer­cise train­ing on elderly per­sons with cog­ni­tive impair­ment and demen­tia: a meta-analysis. Archives of Phys­i­cal Med­i­cine and Reha­bil­i­ta­tion, 85(10), 1694–704.
* Hill­man, C. H., Erick­son, K. I., & Kramer, A. F. (2008). Be smart, exer­cise your heart: exer­cise effects on brain and cog­ni­tion. Nature Reviews Neu­ro­science 9 (1), 58–65.
* Katz­man, R., Aron­son, M., Fuld, P., Kawas, C., Brown, T., Mor­gen­stern, H., Frish­man, W., Gidez, L., Eder, H., & Ooi, W.L. (1989). Devel­op­ment of dement­ing ill­nesses in an 80-year-old vol­un­teer cohort. Annals of Neu­rol­ogy, 25, 317–324.
* McCleary, L. (2007).The Brain Trust Pro­gram: A sci­en­tif­i­cally based three-part plan to improve mem­ory, ele­vate mood, enhance atten­tion, alle­vi­ate migraine and menopausal symp­toms, and boost men­tal energy. Perigee Trade.
* McCraty, R., Barrios-Choplin, B., Roz­man, D., Atkin­son, M., & Watkins, A. D. (1998). The impact of a new emo­tional self-management pro­gram on stress, emo­tions, heart rate vari­abil­ity, DHEA and cor­ti­sol. Integr. Phys­iol. Behav. Sci., 33(2), 151–70.
* Nair, K. S., Rizza, R. A., O’Brien, P., Dhatariya, K., Short, K. R., Nehra, A., Vit­tone, J. L., et al. (2006). DHEA in elderly women and DHEA or testos­terone in elderly men. The New Eng­land Jour­nal of Med­i­cine, 355(16), 1647–59.
* Piscitelli, S. C, Burstein, A. H., Chaitt, D., Alfaro, R. M., Fal­loon, J. (2001). Indi­navir con­cen­tra­tions and St John’s wort. Lancet, 357, 1210.
* Roenker, D., Cis­sell, G., Ball, K., Wadley, V., & Edwards, J. (2003). Speed of pro­cess­ing and dri­ving sim­u­la­tor train­ing result in improved dri­ving per­for­mance. Human Fac­tors, 45, 218–233.
* Sapol­sky, R. M. (2004). Why zebras don’t get ulcers. Owl Books.
* Scarmeas, N., Levy, G., Tang, M. X., Manly, J., & Stern, Y. (2001). Influ­ence of leisure activ­ity on the inci­dence of Alzheimer’s dis­ease. Neu­rol­ogy, 57, 2236–2242.
* Snow­don, D. A., Ost­wald, S. K., Kane, R. L., & Keenan, N. L. (1989). Years of life with good and poor men­tal and phys­i­cal func­tion in the elderly. Jour­nal of Clin­i­cal Epi­demi­ol­ogy, 42, 1055–1066.
* Solomon, P. R, Adams, F., Sil­ver, A., Zim­mer, J., & DeVeaux, R. (2002). Ginkgo for mem­ory enhance­ment: a ran­dom­ized con­trolled trial. JAMA, 288(7), 835–40.
* Stern, Y. (2002). What is cog­ni­tive reserve? The­ory and research appli­ca­tion of the reserve con­cept. Jour­nal of Int. Neu­ropsych. Soc., 8, 448–460.
* Ver­haeghen, P., Mar­coen, A., & Goosens, L. (1992). Improv­ing mem­ory per­for­mance in the aged through mnemonic train­ing: A meta-analytic study. Psy­chol­ogy and Aging, 7, 242–251.
* Willis, S. L., Tennst­edt, S. L., Mar­siske, M., Ball, K., Elias, J., Koepke, K. M., Mor­ris, J. N., Rebok, G. W. Unverzagt, F. W. Stod­dard, A. M., & Wright, E. (2006). Long-term effects of cog­ni­tive train­ing on every­day func­tional out­comes in older adults. Jour­nal of the Amer­i­can Med­ical Asso­ci­a­tion, 296(23), 2805–2814.
* Wil­son, R.S., Ben­nett, D.A., Bienias, J.L., Aggar­wal, N.T., Mendes de Leon, C.F., Mor­ris, M.C., Schnei­der, J. A., & Evans, D. A. (2002). Cog­ni­tive activ­ity and inci­dent AD in a population-based sam­ple of older per­sons. Neu­rol­ogy, 59, 1910–1914.
* Zelin­ski et al. (on-going). The IMPACT Study: A ran­dom­ized con­trolled trial of a brain plasticity-based train­ing pro­gram for age-related decline.
* Zelin­ski, E. M., & Burnight, K. P. (1997). Sixteen-year lon­gi­tu­di­nal and time lag changes in mem­ory and cog­ni­tion in older adults. Psy­chol­ogy and Aging, 12(3), 503–513.
* Zull, J. E. (2002). The Art of chang­ing the brain: Enrich­ing the prac­tice of teach­ing by explor­ing the biol­ogy of learn­ing. Sty­lus Pub­lish­ing: Ster­ling, VA.

Chap­ter 3. Men­tal Exer­cise vs. Men­tal Activity

* Amer­i­can Soci­ety on Aging (2006). ASA-Metlife Foun­da­tion Atti­tudes and Aware­ness of Brain Health Poll.
* Basak, C. et al. (2008). Can train­ing in a real-time strat­egy video game atten­u­ate cog­ni­tive decline in older adults? Psy­chol­ogy and Aging.
* Beck, A. (1979). Cog­ni­tive ther­apy and the emo­tional dis­or­ders. Plume.  Beck, J. S. (1995). Cog­ni­tive Ther­apy: Basics and Beyond. Guil­ford Press.
* Beck, J. S. (2007). The Beck diet solu­tion: Train your brain to think like a thin per­son. Oxmoor House.
* Eric­s­son, K. A., & Delaney, P. F. (1998). Work­ing Mem­ory and Expert Per­for­mance. In R. H. Logie & K. J. Gilhooly (Eds.), Work­ing Mem­ory and Think­ing, pp. 93–114. Hills­dale, NJ: Erl­baum.
* Gaab, N, Gabrieli, J. D. E., Deutsch, G. K., & Tem­ple, E. (2007). Neural cor­re­lates of rapid audi­tory pro­cess­ing are dis­rupted in chil­dren with devel­op­men­tal dyslexia and ame­lio­rated with train­ing: An fMRI study. Restora­tive Neu­rol­ogy and Neu­ro­science, 25, 295–310.
* Gopher, D., Weil, M., & Baraket, T. (1994). Trans­fer of skill from a com­puter game trainer to flight. Human Fac­tors, 36, 387–405.
* Ham­brick, D. Z., Sathouse, T. A., & Meinz, E. J. (1999). Pre­dic­tors of cross­word puz­zle pro­fi­ciency and mod­er­a­tors of age-cognition rela­tions. Jour­nal of Exper­i­men­tal Psy­chol­ogy: Gen­eral, 128, 131–164.
* Hill­man, C. H., Erick­son, K. I., & Kramer, A. F. (2008). Be smart, exer­cise your heart: exer­cise effects on brain and cog­ni­tion. Nature Reviews Neu­ro­science 9 (1), 58–65.
* Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Per­rig, W. J. (2008). Improv­ing fluid intel­li­gence with train­ing on work­ing mem­ory. Pro­ceed­ings of the National Acad­emy of Sci­ences of the United States of Amer­ica, 105(19), 6829–6833.
* Jobe, J. B., Smith, D. M., Ball, K., Tennst­edt, S. L., Mar­siske, M., Willis, S. L., Rebok, G. W., Mor­ris, J. N., Helmers, K. F., Lev­eck, M. D., Klein­man, K. (2001). ACTIVE: A cog­ni­tive inter­ven­tion trail to pro­mote inde­pen­dence in older adults. Con­trol Clin­i­cal Tri­als, 22(4), 453–479.
* Kawashima, R. (2005). Train your brain: 60 days to a bet­ter brain. Kumon Pub­lish­ing North Amer­ica.
* Kling­berg, T., Fer­nell, E., Ole­sen, P. J., John­son, M., Gustafs­son, P., Dahlstrm, K., Gill­berg, C. G., Forss­berg, H., & West­er­berg, H. (2005). Com­put­er­ized train­ing of work­ing mem­ory in chil­dren with ADHDA ran­dom­ized, con­trolled trial. J. Amer­i­can Acad­emy of Child and Ado­les­cent Psy­chi­a­try, 44(2), 177–186.
* Lavin, A., & Glaser, S. (2006). Who’s boss: Mov­ing fam­i­lies from con­flict to col­lab­o­ra­tion. Col­lab­o­ra­tion Press.
* Lavin, A., & Glaser, S. (2007). Baby and tod­dler sleep solu­tions for dum­mies. Wiley.
* Levine, M. (1995). All kinds of minds. Edu­ca­tors Pub­lish­ing Ser­vice
* Mah­ncke, H. W., Con­nor, B. B., Appel­man, J., Ahsanud­din, O. N., Hardy, J. L., Wood, R. A., Joyce, N. M., Boniske, T., Atkins, S. M., & Merzenich, M. M. (2006). Mem­ory enhance­ment in healthy older adults using a brain plasticity-based train­ing pro­gram: A ran­dom­ized, con­trolled study. PNAS, 103(33), 12523–12528.
* David­son, R. J., Kabat-Zinn, J., Schu­macher, J., Rosenkranz, M., Muller, D., San­torelli, S. F., Urbanowski, F., Har­ring­ton, A., Bonus, K. and Sheri­dan, J. F. (2003). Alter­ations in brain and immune func­tion pro­duced by mind­ful­ness med­i­ta­tion. Psy­cho­so­matic Med­i­cine, 65, 564–570.
* New­berg, A., D’Aquili, E., & Rause, V. (2001). Why God won’t go away: Brain sci­ence and the biol­ogy of belief. Bal­lan­tine Books.
* New­berg, A. & Wald­man, M. R. (2006). Why we believe what we believe: Uncov­er­ing our bio­log­i­cal need for mean­ing, spir­i­tu­al­ity, and truth. Free Press.
* Paque­tte, V., Levesque, J., Men­sour, B., Ler­oux, J. M., Beau­doin, G., Bour­gouin, P., et al. (2003). Effects of cognitive-behavioral ther­apy on the neural cor­re­lates of spi­der pho­bia. Neu­roim­age, 18, 401–409.
* Roenker, D., Cis­sell, G., Ball, K., Wadley, V., & Edwards, J. (2003). Speed of pro­cess­ing and dri­ving sim­u­la­tor train­ing result in improved dri­ving per­for­mance. Human Fac­tors, 45: 218–233.
* Scarmeas, N., Levy, G., Tang, M. X., Manly, J., & Stern, Y. (2001). Influ­ence of leisure activ­ity on the inci­dence of Alzheimer’s dis­ease. Neu­rol­ogy, 57, 2236–2242.
* Stahre, L., Trnell, B., H kan­son, C.-.E., & Hll­strm, T. (2007). A ran­dom­ized con­trolled trial of two weight-reducing short-term group treat­ment pro­grams for obe­sity with an 18-month follow-up. Inter­na­tional Jour­nal of Behav­ioral Med­i­cine, 14(1), 48–55
* Steen­barger, B, N. (2006). Enhanc­ing Trader Per­for­mance: Proven Strate­gies From the Cut­ting Edge of Trad­ing Psy­chol­ogy. Wiley.
* Steen­barger, B. N. (2003). The Psy­chol­ogy of Trad­ing: Tools and Tech­niques for Mind­ing the Mar­kets. Wiley.
* Tang, Y., Ma, Y., Wang, J., Fan, Y., Feng, S., Lu, Q., et al. (2007). Short-term med­i­ta­tion train­ing improves atten­tion and self-regulation. Pro­ceed­ings of the National Acad­emy of Sci­ences, 104(43), 17152–17156.
* Tem­ple, E., Deutsch, G. K., Pol­drack, R. A., Miller, S. L., Tal­lal, P.,Merzenich, M. M., & Gabrieli, J. D. E. (2003). Neural deficits in chil­dren with dyslexia ame­lio­rated by behav­ioral reme­di­a­tion: Evi­dence from func­tional MRI. Proc. Natl. Acad. Sci. USA, 100, 2860–2865.
* Willis, S. L., Tennst­edt, S. L., Mar­siske, M., Ball, K., Elias, J., Koepke, K. M., Mor­ris, J. N., Rebok, G. W. Unverzagt, F. W. Stod­dard, A. M., & Wright, E. (2006). Long-term effects of cog­ni­tive train­ing on every­day func­tional out­comes in older adults. Jour­nal of the Amer­i­can Med­ical Asso­ci­a­tion, 296(23), 2805–2814.
* Woodruff, L., & Woodruff, B. (2007). In an Instant: A Family’s jour­ney of love and heal­ing. Ran­dom House.
* Zelin­ski et al. (on-going). The IMPACT Study: A ran­dom­ized con­trolled trial of a brain plasticity-based train­ing pro­gram for age-related decline.

Chap­ter 4. Brain Train­ing Soft­ware: Pro­files, Eval­u­a­tion Cri­te­ria and 21 Quick Picks

* Baril, L., Nico­las, L., Croisile, B., Crozier, P., Hessler, C., Sas­so­las, A., McCormick, J. B., & Tran­noy, E. (2004). Immune response to Abetapep­tides in periph­eral blood from patients with Alzheimer’s dis­ease and con­trol sub­jects. Neu­rosci. Lett., 355(3), 226–30
* Gopher, D., Weil, M., & Bareket, T. (1994). Trans­fer of skill from a com­puter game trainer to flight. Human Fac­tors, 36, 1–19.
* Kawashima, R. (2005).Train your brain: 60 days to a bet­ter brain. Kumon Pub­lish­ing North Amer­ica.
* Kling­berg, T., Fer­nell, E., Ole­sen, P. J., John­son, M., Gustafs­son, P., Dahlstrm, K., Gill­berg, C. G., Forss­berg, H., & West­er­berg, H. (2005). Com­put­er­ized train­ing of work­ing mem­ory in chil­dren with ADHDA ran­dom­ized, con­trolled trial. J. Amer­i­can Acad­emy of Child and Ado­les­cent Psy­chi­a­try, 44(2), 177–186.
* Mah­ncke, H. W., Con­nor, B. B., Appel­man, J., Ahsanud­din, O. N., Hardy, J. L., Wood, R. A., Joyce, N. M., Boniske, T., Atkins, S. M., & Merzenich, M. M. (2006). Mem­ory enhance­ment in healthy older adults using a brain plasticity-based train­ing pro­gram: A ran­dom­ized, con­trolled study. PNAS, 103(33), 12523–12528.
* Nuss­baum, P. (2007). Your brain health lifestyle. Word Asso­ci­a­tion.
* Small, G. (2005). The mem­ory pre­scrip­tion: Dr. Gary Small’s 14-day plan to keep your brain and body young. Hype­r­ion.
* Steen­barger, B, N. (2006). Enhanc­ing trader per­for­mance: Proven strate­gies from the cut­ting edge of trad­ing psy­chol­ogy. Wiley.

Chap­ter 5. A Grow­ing Range of Applications

* Barkley, R. A. (1997). Attention-deficit/hyperactivity dis­or­der, sel­f­reg­u­la­tion, and time: Toward a more com­pre­hen­sive the­ory. Jour­nal of Devel­op­men­tal & Behav­ioral Pedi­atrics, 18(4), 271–279.
* Cen­ters for Dis­ease Con­trol and Pre­ven­tion and the Alzheimer’s Asso­ci­a­tion. (2007). The Healthy Brain Ini­tia­tive: A National Pub­lic Health Road Map to Main­tain­ing Cog­ni­tive Health.
* Cicerone, K. D., Dahlberg, C., Kalmar, K., Lan­gen­bahn, D. M., Malec, J. F., Bergquist, T. F., Felicetti, T., Gia­cino, J. T., Harley, J. P., Har­ring­ton, D. E., Her­zog, J., Kneipp, S., Laatsch, L., & Morse P. A. (2000). Evi­dence­based cog­ni­tive reha­bil­i­ta­tion: rec­om­men­da­tions for clin­i­cal prac­tice. Arch. Phys. Med. Reha­bil., 81, 1596–615.
* Cicerone, K. D., Dahlberg, C., Malec, J. F., Lan­gen­bahn, D. M., Felicetti, T., Kneipp, S., Ellmo, W., Kalmar, K., Gia­cino, J. T., Harley, J. P., Laatsch, L., Morse, P. A., & Catanese, J. (2005). Evidence-based cog­ni­tive reha­bil­i­ta­tion: Updated review of the lit­er­a­ture from 1998 through 2002. Arch. Phys. Med. Reha­bil., 86, 1681–92.
* Gold­stein, S., & Inger­soll, B. (1993). Con­tro­ver­sial treat­ments for chil­dren with ADHD and impulse dis­or­ders. In L. F., Koziol C. E. Stout, and D. Ruben, (Eds.). Hand­book of child­hood impulse dis­or­ders and ADHD: The­ory and prac­tice. Charles C Thomas, Pub­lisher, pp. 144–160
* Gopher, D., Weil, M., & Baraket, T. (1994). Trans­fer of skill from a com­puter game trainer to flight. Human Fac­tors, 36, 387–405.
* Kas­ten, E., Wuest, S., Behrens-Bamann, W., & Sabel, B. A. (1998). Computer-based train­ing for the treat­ment of par­tial blind­ness. Nature Med­i­cine, 4, 1083–1087.
* Kling­berg, T., Fer­nell, E., Ole­sen, P. J., John­son, M., Gustafs­son, P., Dahlstrm, K., Gill­berg, C. G., Forss­berg, H., & West­er­berg, H. (2005). Com­put­er­ized train­ing of work­ing mem­ory in chil­dren with ADHDA ran­dom­ized, con­trolled trial. J. Amer­i­can Acad­emy of Child and Ado­les­cent Psy­chi­a­try, 44(2), 177–186.
* Mark Katz, M. (1997). On play­ing a poor hand well. W.W. Nor­ton and Com­pany.
* Ole­sen, P. J., West­er­berg, H., & Kling­berg, T. (2004). Increased pre­frontal and pari­etal brain activ­ity after train­ing of work­ing mem­ory. Nature Neu­ro­science, 7(1), 75–79.
* Rabiner, D., & Coie, J. D. (2000). Early atten­tion prob­lems and children’s read­ing achieve­ment: A lon­gi­tu­di­nal inves­ti­ga­tion. Jour­nal of the Amer­i­can Acad­emy of Child & Ado­les­cent Psy­chi­a­try, 39(7), 859–867.
* Roenker, D., Cis­sell, G., Ball, K., Wadley, V., & Edwards, J. (2003). Speed of pro­cess­ing and dri­ving sim­u­la­tor train­ing result in improved dri­ving per­for­mance. Human Fac­tors, 45, 218–233.
* She­bilske, W. L., Volz, R. A., Gildea, K. M., Work­man, J. W., Nan­janath, M., Cao, S„ & Whet­zel, J. (2005). Revised Space Fortress: A val­i­da­tion study. Behav­ior Research Meth­ods, 37, 591–601.
* Willis, S. L., Tennst­edt, S. L., Mar­siske, M., Ball, K., Elias, J., Koepke, K. M., Mor­ris, J. N., Rebok, G. W. Unverzagt, F. W. Stod­dard, A. M., & Wright, E. (2006). Long-term effects of cog­ni­tive train­ing on every­day func­tional out­comes in older adults. Jour­nal of the Amer­i­can Med­ical Asso­ci­a­tion, 296(23), 2805–2814.

Chap­ter 6. Ready for the Future?

* Whalen, C., Liden, L., Inger­soll, B., Dal­laire, E., & Liden, S. (2006). Pos­i­tive behav­ioral changes asso­ci­ated with the use of com­put­eras­sisted instruc­tion for young chil­dren. Jour­nal of Speech and Lan­guage Pathol­ogy and Applied Behav­ior Analy­sis, 1(1), 11–25.
* Vance, D. E., Webb, N. M., Marceaux, J. C., Via­monte, S. M., Foote, A. W., & Ball, K. K. (2008). Men­tal stim­u­la­tion, neural plas­tic­ity, and aging: direc­tions for nurs­ing research and prac­tice. Jour­nal of Neu­ro­science Nurs­ing, 40(4), 241–9.

Chap­ter 7. Open­ing the Debate

* Ybarra, O., Burn­stein, E., Winkiel­man, P., Keller, M. C., Manis, M., Chan, E., & Rodriguez, J. (2008). Men­tal exer­cis­ing through sim­ple social­iz­ing: Social inter­ac­tion pro­motes gen­eral cog­ni­tive func­tion­ing. Per­son­al­ity and Social Psy­chol­ogy Bul­letin, 34, 248–259.

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