scholarly journals Making the rich richer: Frontoparietal tDCS enhances transfer effects of a single-session distractor inhibition training on working memory in high capacity individuals but reduces them in low capacity individuals

NeuroImage ◽  
2021 ◽  
pp. 118438
Author(s):  
M. Schmicker ◽  
I. Menze ◽  
C. Schneider ◽  
M. Taubert ◽  
T. Zaehle ◽  
...  
Author(s):  
Anna Soveri ◽  
Eric P. A. Karlsson ◽  
Otto Waris ◽  
Petra Grönholm-Nyman ◽  
Matti Laine

Abstract. In a randomized controlled trial, we investigated the pattern of near transfer effects of working memory (WM) training with an adaptive auditory-visuospatial dual n-back training task in healthy young adults. The results revealed significant task-specific transfer to an untrained single n-back task, and more general near transfer to a WM updating composite score plus a nearly significant effect on a composite score measuring interference control in WM. No transfer effects were seen on Active or Passive WM composites. The results are discussed in the light of cognitive versus strategy-related overlap between training and transfer tasks.


2013 ◽  
Author(s):  
Tilo Strobach ◽  
Tiina Salminen ◽  
Petra Redel ◽  
Kathrin Finke ◽  
Torsten Schubert

2021 ◽  
Vol 89 ◽  
pp. 106077
Author(s):  
Maryam Nikravesh ◽  
Mahshid Aghajanzadeh ◽  
Saman Maroufizadeh ◽  
Arezoo Saffarian ◽  
Zahra Jafari

2014 ◽  
Vol 28 (3) ◽  
pp. 403-408 ◽  
Author(s):  
Zhao Xin ◽  
Zhou-Ren Lai ◽  
Fu. Li ◽  
Joseph H. R. Maes

2021 ◽  
Vol 20 (1) ◽  
pp. 38-46
Author(s):  
Ouhao Chen ◽  
Slava Kalyuga

Cognitive load theory (CLT) uses working memory resources depletion to explain the superiority of spaced learning, predicting that working memory resources will be less taxed if there are resting/spacing periods inserted between learning tasks, in comparison to learning from the same tasks in a single session. This article uses the working memory resources depletion effect, as a factor, to investigate the hypothesis that delayed testing would show superior results to immediate testing on math tasks for primary students in Singapore, as participants' working memory resources might be restored because of the resting between the immediate and delayed tests. Results confirmed higher performance on the delayed test than on the immediate test, as well as more working memory resources available for the delayed test.


2021 ◽  
Vol 28 (11) ◽  
pp. 125-147
Author(s):  
Christopher F. Masciari

The phenomenal overflow debate is a debate about the richness of phenomenal consciousness. There are two candidate views: the rich view and the sparse view. The rich view says phenomenal consciousness outstrips access consciousness and the contents of working memory. The sparse view denies this. Moreover, according to some conceptions of the sparse view, the subjective impression of richness depends on scene statistics and the refrigerator-light illusion. The purpose of this paper is to show there are additional resources available to the sparse view in accommodating intuitions of richness that have yet to be fully appreciated by participants in the debate. To this end, research pertaining to feature binding and activity-silent working memory will be discussed.


Author(s):  
I.I. Aynbinder ◽  
P.G. Patskevich ◽  
O.V. Ovcharenko

Rich sulphide, cuprous and impregnated ores are currently mined in the underground mines of the Talnakh and Oktyabrskoye deposits at the depths from 250 to 1,700 m. The reserves of rich ores are depleted, and therefore the growth of cuprous and impregnated ores is gaining importance. Their share may reach 80% of the total production by 2030. A distinctive feature of such deposits is the occurrence of cuprous and impregnated ores above the rich sulphide ore, which reserves have been mined out using mining systems with curing backfill mixtures. In this context, mining of impregnated ores will be done in the undermined zones, which will lead to significant rock mass deformation, opening of existing natural and formation of new cracks, will affect the stability of mining structures and will require special measures to control rock pressure in the mines. The paper presents the results of assessing the stress-and-strain condition of the undermined mass of impregnated ores mined using the room-and-pillar cut-and-fill method at the depths of 500, 1000 and 2000 m. The assessment shows that no dangerous stress concentrations arise in the mining structures at great depths which creates preconditions for the safe development of such deposits. A significant increase in ore extraction will require upgrading of existing underground facilities. It is proposed to carry out pre-concentration of the mined ore in the underground conditions using modern crushing complexes, high-capacity mine separators to remove waste rock, which can subsequently be used as the backfill material. In this way, a closed-loop mining system is created that meets the efficiency requirements of mining production and integrated subsoil development.


2020 ◽  
Vol 11 ◽  
Author(s):  
Yifei Cao ◽  
Ting Huang ◽  
Jipeng Huang ◽  
Xiaochun Xie ◽  
Yuan Wang

Computer-based training has attracted increasing attention from researchers in recent years. Several studies have found that computer-based training resulted in improved executive functions (EFs) in adults. However, it remains controversial whether children can benefit from computer-based training and what moderator could influence the training effects. The focus of the present meta-analysis was to examine the effects of computer-based training on EFs in children: working memory, cognitive flexibility, and inhibitory control. A thorough search of published work yielded a sample of 36 studies with 216 effect sizes. The results indicated that computer-based training showed moderate training effects on improving EFs in children (g = 0.35, k = 36, p < 0.001), while training effects of working memory were significantly higher. Furthermore, we found near-transfer effects were marginally significantly higher than far-transfer effects. The standard training method was significantly more effective than training with game elements. In computer-based training, typically developing children had significantly better training effects than atypically developing children. Some additional factors, such as the number of training sessions and age, also modulated the training effects. In conclusion, the present study investigated the effects and moderators of computer-based training for children's EFs. The results provided evidence that computer-based training (especially standard training) may serve as an efficient way to improve EFs in children (especially typically developing individuals). We also discussed some directions for future computer-based training studies.


Author(s):  
A. Cantarella ◽  
E. Borella ◽  
B. Carretti ◽  
M. Kliegel ◽  
N. Mammarella ◽  
...  

Sign in / Sign up

Export Citation Format

Share Document