## 1 Introduction
### Theoretical Basis  
Drug abuse is a particularly complex problem, because it presents multicausality and is related to the presence of medical, family, social, labor, economic, legal and psychological problems associated with its misuse [4]. Addiction is defined as a condition in which the behavior can be directed to the pursuit of pleasure or the reduction of discomfort, it manifests itself in a model that meets two conditions: a permanent failure in the control mechanisms and a continuation of the behavior despite negative consequences [5].  
Addictions and their intervention cannot be defined from a single discipline because it is a complex problem that involves the participation of multiple levels such as intra and interpersonal, genetic and environmental factors, that is, previous provisions and effects of exposure [6]. Therefore, it cannot be ignored that part of the psychopathology associated with addiction is understood from environmental factors [7], including in these psychosocial characteristics [8; 9].  
In recent years, the study of addictions to the field of neuropsychology has intensified, which have allowed us to explore the effects that different drugs can cause at the brain level [10]. The incorporation of these neuropsychological findings in clinical practice offers an understanding of the addictive cycle and its maintenance as well as improving the evaluation and design of effective interventions.  
At this point, it is convenient to specify the concept of addiction and the theoretical model from which treatment options are approached and introduce the concept of cognitive training, as a therapeutic alternative. From a neurobiological perspective, addiction is defined as the alteration in the regulatory mechanisms of decision making and inhibitory control, generating a loss of control over behavior and an excess of awareness [11]. In the case of addiction to psychoactive substances, drug use has been associated with alterations in the frontal cortical systems responsible for executive functions, which play an important role in decision-making and in the inhibitory control of behavior, leading to alterations in judgment and promoting impulsivity [12; 13].  
Traditionally, from a neurobiological perspective, two models are distinguished to explain the addiction to psychoactive substances: (a) the theory of damage and decompensation between the motivational system and the executive system and (b) the somatic marker theory. In the first case, the theory states that addiction occurs, due to a discrepancy between the motivational system and the executive system. This means that the addicted person tends to overestimate the reinforcers available in the environment and to present a deficit in the control to inhibit inappropriate behaviors [4]. In the case of the somatic marker theory, addiction is explained as a result of maladaptive decision-making processes based on urgency and the desire to consume, or craving, which functions as an unadjusted emotional marker (in which processing the insula is involved, a region specialized in interceptive processing whose injury causes a drastic interruption of the feeling of \"desire\" and addictive behavior) and in the selection bias characterized by immediate reinforcement against potential negative consequences [14; 15].  
In this sense, the treatment of addictions, has evolved towards the incorporation of the processes of stimulation, rehabilitation and neurocognitive training, while addiction is considered as a mental disorder with an important brain disorder, which can be directly remedied (improving brain functioning) and indirectly (improving the use of other therapeutic program activities) [16]. The following question then arises: What have been the proposals for cognitive training for addictions, mediated by technologies that have been implemented since now?