scholarly journals Does Far Transfer Exist? Negative Evidence From Chess, Music, and Working Memory Training

2017 ◽  
Vol 26 (6) ◽  
pp. 515-520 ◽  
Author(s):  
Giovanni Sala ◽  
Fernand Gobet
Keyword(s):  
Working Memory ◽  
Cognitive Abilities ◽  
Meta Analysis ◽  
Music Instruction ◽  
Working Memory Training ◽  
Memory Training ◽  
Negative Evidence ◽  
Far Transfer ◽  
Meta Analyses

Chess masters and expert musicians appear to be, on average, more intelligent than the general population. Some researchers have thus claimed that playing chess or learning music enhances children’s cognitive abilities and academic attainment. We here present two meta-analyses assessing the effect of chess and music instruction on children’s cognitive and academic skills. A third meta-analysis evaluated the effects of working memory training—a cognitive skill correlated with music and chess expertise—on the same variables. The results show small to moderate effects. However, the effect sizes are inversely related to the quality of the experimental design (e.g., presence of active control groups). This pattern of results casts serious doubts on the effectiveness of chess, music, and working memory training. We discuss the theoretical and practical implications of these findings; extend the debate to other types of training such as spatial training, brain training, and video games; and conclude that far transfer of learning rarely occurs.

scholarly journals Near and Far Transfer in Cognitive Training: A Second-Order Meta- Analysis

2018 ◽  
Author(s):  
Giovanni Sala ◽  
N Deniz Aksayli ◽  
K Semir Tatlidil ◽  
Tomoko Tatsumi ◽  
Yasuyuki Gondo ◽  
...  
Keyword(s):  
Cognitive Training ◽  
Training Programs ◽  
Meta Analysis ◽  
Second Order ◽  
Working Memory Training ◽  
Memory Training ◽  
Transfer Effects ◽  
Far Transfer ◽  
Near Transfer ◽  
Meta Analyses

Theory building in science requires replication and integration of findings regarding a particular research question. Second-order meta-analysis (i.e., a meta-analysis of meta-analyses) offers a powerful tool for achieving this aim, and we use this technique to illuminate the controversial field of cognitive training. Recent replication attempts and large meta-analytic investigations have shown that the benefits of cognitive-training programs hardly go beyond the trained task and similar tasks. However, it is yet to be established whether the effects differ across cognitive-training programs and populations (children, adults, and older adults). We addressed this issue by using second-order meta-analysis. In Models 1 (k = 99) and 2 (k = 119), we investigated the impact of working-memory training on near-transfer (i.e., memory) and far-transfer (e.g., reasoning, speed, and language) measures, respectively, and whether it is mediated by the type of population. Model 3 (k = 233) extended Model 2 by adding six meta-analyses assessing the far-transfer effects of other cognitive-training programs (video-games, music, chess, and exergames). Model 1 showed that working-memory training does induce near transfer, and that the size of this effect is moderated by the type of population. By contrast, Models 2 and 3 highlighted that far-transfer effects are small or null. Crucially, when placebo effects and publication bias were controlled for, the overall effect size and true variance equaled zero. That is, no impact on far-transfer measures was observed regardless of the type of population and cognitive-training program. The lack of generalization of skills acquired by training is thus an invariant of human cognition.

scholarly journals Near and Far Transfer in Cognitive Training: A Second-Order Meta-Analysis

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Giovanni Sala ◽  
N. Deniz Aksayli ◽  
K. Semir Tatlidil ◽  
Tomoko Tatsumi ◽  
Yasuyuki Gondo ◽  
...  
Keyword(s):  
Cognitive Training ◽  
Training Programs ◽  
Meta Analysis ◽  
Second Order ◽  
Working Memory Training ◽  
Memory Training ◽  
Transfer Effects ◽  
Far Transfer ◽  
Near Transfer ◽  
Meta Analyses

Theory building in science requires replication and integration of findings regarding a particular research question. Second-order meta-analysis (i.e., a meta-analysis of meta-analyses) offers a powerful tool for achieving this aim, and we use this technique to illuminate the controversial field of cognitive training. Recent replication attempts and large meta-analytic investigations have shown that the benefits of cognitive-training programs hardly go beyond the trained task and similar tasks. However, it is yet to be established whether the effects differ across cognitive-training programs and populations (children, adults, and older adults). We addressed this issue by using second-order meta-analysis. In Models 1 (k = 99) and 2 (k = 119), we investigated the impact of working-memory training on near-transfer (i.e., memory) and far-transfer (e.g., reasoning, speed, and language) measures, respectively, and whether it is mediated by the type of population. Model 3 (k = 233) extended Model 2 by adding six meta-analyses assessing the far-transfer effects of other cognitive-training programs (video-games, music, chess, and exergames). Model 1 showed that working-memory training does induce near transfer, and that the size of this effect is moderated by the type of population. By contrast, Models 2 and 3 highlighted that far-transfer effects are small or null. Crucially, when placebo effects and publication bias were controlled for, the overall effect size and true variance equaled zero. That is, no impact on far-transfer measures was observed regardless of the type of population and cognitive-training program. The lack of generalization of skills acquired by training is thus an invariant of human cognition.

scholarly journals The Effectiveness of Working Memory Training Programs for Special Needs and Typically Developing Students in Arab Countries: A Meta-Analysis Study

2020 ◽  
Vol 44 (3) ◽  
pp. 41-73
Keyword(s):  
Working Memory ◽  
Special Needs ◽  
Training Programs ◽  
Meta Analysis ◽  
Working Memory Training ◽  
Effect Sizes ◽  
Memory Training ◽  
Transfer Effects ◽  
Far Transfer ◽  
Near Transfer

Working memory training programs have attracted great interest, with claims that the training programs can have diverse beneficial effects. The purpose of this article was to examine near- and far-transfer effects following working-memory training and identify the significant moderators related to these effects. Twenty- three research articles were included in the meta-analysis. The results showed that near-transfer effects of verbal and visual-spatial working memory skills had effect sizes ranging from 3.22 to 2.99 respectively. Far-transfer effects of reading comprehension and academic achievement had effect sizes ranging from 3.17 to 2.43 respectively. Two significant moderators, namely, learner status (typically/special needs) and duration of training sessions(less 40 m/more 40 m) had an impact on near-transfer effects only.

The Effect of Working Memory Training on Cognitive Control and Reading Comprehension

2019 ◽  
Author(s):  
Jean-paul Snijder
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Cognitive Control ◽  
Cognitive Abilities ◽  
Memory Training ◽  
Far Transfer ◽  
Near Transfer ◽  
Before And After ◽  
Meta Analyses ◽  
Selection Of

!Note: The current paper is a thesis project. It has not been published, nor attempted to be published due to insufficient sample size! Abstract: Working memory (WM) training has seen a surge of popularity in recent years. There is evidence for near transfer of training, but findings regarding far transfer have been inconclusive. Furthermore, concerns have surfaced regarding the methodological design used in many WM training studies. This paper examines these concerns and presents an improved experimental design. This experiment then tests three hypotheses: (a) WM capacity will improve as a function of training, (b) WM training facilitates near and far transfer, and (c) changes in different cognitive abilities will be correlated. The cognitive abilities measured before and after training were cognitive control (Stroop and AX-CPT) and reading comprehension (Nelson Denny and a selection of the GRE passage comprehension). Cognitive control served as a near transfer measure and reading comprehension as a measure of far transfer. The results show that WM training is associated with an improvement in cognitive control but not in reading comprehension. This finding is consistent with recent meta-analyses and suggests that WM training can induce near transfer but not far transfer.

scholarly journals Getting at Underlying Mechanisms of Far Transfer - the Mediating Role of Near Transfer

2021 ◽  
Author(s):  
Anja Pahor ◽  
Aaron R. Seitz ◽  
Susanne M. Jaeggi
Keyword(s):  
Working Memory ◽  
Fluid Intelligence ◽  
Working Memory Training ◽  
Memory Training ◽  
Far Transfer ◽  
Near Transfer ◽  
Mediating Role ◽  
Matrix Reasoning ◽  
Underlying Mechanisms ◽  
Meta Analyses

The extent that working memory training improves performance on untrained tasks is highly controversial. Here we address this controversy by testing the hypothesis that far transfer may depend upon near transfer using mediation models in three separate randomized controlled trials (RCTs). In all three RCTs, totaling 460 individuals, performance on untrained N-back tasks (near transfer) mediated transfer to Matrix Reasoning (a measure of fluid intelligence, representing far transfer). Untrained N-back performance also mediated transfer to a working memory composite (RCT 3). These findings support a model of N-back training in which transfer to untrained n-back tasks gates further transfer, at least in the case of working memory at the construct level, and matrix reasoning. This model can help adjudicate between the many studies and meta-analyses of working memory training that have provided mixed results but have not examined the relationship between near and far transfer on an individual differences level.

Working memory training in post-stroke aphasia: Near and far transfer effects

2021 ◽  
Vol 89 ◽  
pp. 106077
Author(s):  
Maryam Nikravesh ◽  
Mahshid Aghajanzadeh ◽  
Saman Maroufizadeh ◽  
Arezoo Saffarian ◽  
Zahra Jafari
Keyword(s):  
Working Memory ◽  
Working Memory Training ◽  
Memory Training ◽  
Transfer Effects ◽  
Far Transfer ◽  
Post Stroke

The effectiveness of serious games in improving memory among elderly people with cognitive impairment: A systematic review and meta-analysis (Preprint)

2021 ◽  
Author(s):  
Alaa Abd-alrazaq ◽  
Dari Alhuwail ◽  
Eiman Al-Jafar ◽  
Arfan Ahmed ◽  
Shuja Mohd Reagu ◽  
...  
Keyword(s):  
Systematic Review ◽  
Working Memory ◽  
Cognitive Impairment ◽  
Verbal Memory ◽  
Serious Games ◽  
Meta Analysis ◽  
The Elderly ◽  
Quality Of Evidence ◽  
Meta Analyses

BACKGROUND Memory, one of the main cognitive functions, is known to decline by age. Serious games have been used for improving memory among the elderly. The effectiveness of serious games in improving memory has been investigated by several systematic reviews; however, they are limited by design and methodological weaknesses. OBJECTIVE This study aims to assess the effectiveness of serious games in improving memory among the elderly with cognitive impairment. METHODS A systematic review of randomized controlled trials (RCTs) was carried out. The search sources included searching 8 databases, screening reference lists of the included studies and relevant reviews, and checking studies that cited the included studies. Two reviewers independently carried out the study selection, data extraction, risk of bias assessment, and quality of evidence appraisal. Extracted data were synthesized using a narrative approach and a statistical approach (i.e., meta-analysis), as appropriate. RESULTS Out of 466 citations retrieved, 18 studies met the eligibility criteria of this review. Of those, 15 RCTs were eventually included in 10 meta-analyses. We found that serious games are more effective than no or passive interventions in improving non-verbal memory (P=0.002) and working memory (P=0.02), but not verbal memory (P=0.13). The review also showed that serious games are more effective than conventional exercises in improving verbal memory (P=0.004), but not for non-verbal memory (P=0.12) and working memory (P=0.49). Serious games were as effective as conventional cognitive activities in improving verbal memory (P=0.07), non-verbal memory (P=0.94), and working memory (P=0.08) among the elderly with cognitive impairment. Lastly, the effect of adaptive serious games on working memory was comparable to non-adaptive serious games (P=0.08). CONCLUSIONS Serious games have the potential to improve verbal, non-verbal, and working memory among elderly people with cognitive impairment. However, our findings should be interpreted cautiously given that most meta-analyses were based on a few studies (≤3) and judged to have a low quality of evidence. Therefore, serious games should be offered as supplemental to existing proven and safe interventions, rather than a complete substitute until further, more robust evidence is available. Future studies should investigate the short and long-term effects of serious games on memory and other cognitive abilities among people from different age groups with or without cognitive impairment.

How Strong Is the Evidence for the Effectiveness of Working Memory Training?

2019 ◽  
pp. 58-76
Author(s):  
Claudia C. von Bastian ◽  
Sabrina Guye ◽  
Carla De Simoni
Keyword(s):  
Working Memory ◽  
Cognitive Abilities ◽  
Small Sample ◽  
Sound Studies ◽  
Working Memory Training ◽  
Memory Training ◽  
Sample Sizes ◽  
Small Sample Sizes ◽  
Transfer Tasks ◽  
Larger Sample

This chapter argues that the question of whether working memory training can induce cognitive plasticity in terms of transfer effects cannot be conclusively answered yet due to persisting methodological issues across the literature. The shortcomings discussed include the lack of theoretically motivated selection of training and transfer tasks, the lack of active control groups, and small sample sizes. These problems call into question the strength of the existing evidence. Indeed, reevaluating published findings with Bayesian inference indicated that only a subset of published studies contributed interpretable evidence. The chapter concludes that the current body of literature cannot conclusively support claims that WM training does or does not improve cognitive abilities and stresses the need for theory-driven, methodologically sound studies with larger sample sizes.

scholarly journals Working memory training does not enhance older adults' cognitive skills: A comprehensive meta-analysis

Intelligence ◽  
2019 ◽  
Vol 77 ◽  
pp. 101386 ◽  
Author(s):  
Giovanni Sala ◽  
N. Deniz Aksayli ◽  
K. Semir Tatlidil ◽  
Yasuyuki Gondo ◽  
Fernand Gobet
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Cognitive Skills ◽  
Meta Analysis ◽  
Working Memory Training ◽  
Memory Training

Working Memory Training in Children: A Review of Basic Methodological Criteria

2019 ◽  
Vol 123 (3) ◽  
pp. 605-632
Author(s):  
Santiago Vernucci ◽  
Lorena Canet Juric ◽  
Isabel Introzzi ◽  
María M. Richard’s
Keyword(s):  
Working Memory ◽  
Internal Validity ◽  
Working Memory Training ◽  
Memory Training ◽  
Control Group ◽  
Targeted Interventions ◽  
Highly Sensitive ◽  
Complex Skills ◽  
Great Relevance

Working memory is a process of great relevance during childhood due to its role in diverse complex skills. Like the rest of executive functions, it is highly sensitive to environmental influences, so it is assumed that it could be modified through targeted interventions. A large number of working memory training studies in children aim to achieve transfer effects both on this process and on those with which it is related. Although some promising results have been found, the efficacy of working memory training cannot be affirmed; methodological quality of studies is one of the main reasons for this. Compliance with basic methodological criteria (inclusion of a control group that must preferably be active, random assignment of participants to groups) has a great impact on the internal validity of the studies. Furthermore, the need to control for the effects of motivational factors associated with the intervention is added and emphasized. This study reviews the fulfillment of these criteria in process-based working memory training literature in children, analyzing its impact on internal validity. Limitations of the field in relation to the lack of compliance with the proposed criteria are discussed and alternatives are suggested in order to improve the quality of future studies.

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