scholarly journals EXPRESS: Working memory training does not improve executive functioning or fluid intelligence

2021 ◽  
pp. 174702182110395
Author(s):  
Jose A. Rodas ◽  
Ciara Greene
Keyword(s):  
Working Memory ◽  
Cognitive Processes ◽  
Fluid Intelligence ◽  
Training Programme ◽  
Working Memory Training ◽  
Practice Effects ◽  
Memory Training ◽  
Control Group ◽  
Training Task ◽  
And Control

Several studies have reported that cognitive training can lead to improvements of complex mental skills such as intelligence. However, attempts to replicate these findings have not been very successful with many studies reporting lack of transferable effects on cognitive processes unrelated to the training task. On the other hand, transfer effects on cognitive processes closely related to the training task have been more commonly reported. In this study, we investigated the effects of a frequently used working-memory training programme on fluid intelligence and specific executive functions (updating, inhibition, switching, the focus of attention, and sustained attention). We remedied common issues with previous training studies by using an active control group, using more than one instrument to assess each function, and including a larger sample size. The experimental group showed significant improvement in the training task, indicating strong practice effects. However, no evidence of training-specific transfer was found in any of the variables investigated, and we could not find any of the previous improvements reported. Participants in both the training and control group showed post-training improvements in most of the outcome variables, suggesting that practice effects can be found even when a task is only performed twice. We conclude by discussing possible explanations for the differences between our results and those reported in prior studies, and recommend that any claims of improvement should be supported by studies capable of replicating them.

scholarly journals Working memory training does not improve executive functioning or fluid intelligence

2020 ◽  
Author(s):  
Jose A. Rodas ◽  
Ciara Greene
Keyword(s):  
Working Memory ◽  
Cognitive Processes ◽  
Fluid Intelligence ◽  
Training Programme ◽  
Working Memory Training ◽  
Practice Effects ◽  
Memory Training ◽  
Control Group ◽  
Training Task ◽  
And Control

Several studies have reported that cognitive training can lead to improvements of complex mental skills such as intelligence. However, attempts to replicate these findings have not been very successful with many studies reporting lack of transferable effects on cognitive processes unrelated to the training task. On the other hand, transfer effects on cognitive processes closely related to the training task have been more commonly reported. In this study, we investigated the effects of a frequently used working-memory training programme on fluid intelligence and specific executive functions (updating, inhibition, switching, the focus of attention, and sustained attention). We remedied common issues with previous training studies by using an active control group, using more than one instrument to assess each function, and including a larger sample size. The experimental group showed significant improvement in the training task, indicating strong practice effects. However, no evidence of training-specific transfer was found in any of the variables investigated, and we could not replicate any of the previous findings reported. Participants in both the training and control group showed post-training improvements in most of the outcome variables, suggesting that practice effects can be found even when a task is only performed twice. We conclude by discussing possible explanations for the differences between our results and those reported in prior studies, and recommend that any claims of improvement should be supported by studies capable of replicating them.

scholarly journals Game elements improve performance in a working memory training task

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Manuel Ninaus ◽  
Gonçalo Pereira ◽  
René Stefitz ◽  
Rui Prada ◽  
Ana Paiva ◽  
...  
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Memory Task ◽  
Working Memory Training ◽  
Memory Training ◽  
Control Group ◽  
Training Task ◽  
Level Indicator ◽  
Game Elements ◽  
The Impact

The utilization of game elements in a non-game context is currently used in a vast range of different domains. However, research on game elements’ effects in cognitive tasks is still sparse. Thus, in this study we implemented three game elements, namely, progress bar, level indicator, and a thematic setting, in a working memory training task. We evaluated the impact of game elements on user performance and perceived state of flow when compared to a conventional version of the task. Participants interacting with game elements showed higher scores in the working memory training task than participants from a control group who completed the working memory training task without the game elements. Moreover, game elements facilitated the individuals’ performance closer to their maximum working memory capacity. Finally, the perceived flow did not differ between the two groups, which indicates that game elements can induce better performance without changing the perception of being “in the zone”, that is without an increase in anxiety or boredom. This empirical study indicates that certain game elements can improve the performance and efficiency in a working memory task by increasing users’ ability and willingness to train at their optimal performance level. 

scholarly journals A Potential Spatial Working Memory Training Task to Improve Both Episodic Memory and Fluid Intelligence

PLoS ONE ◽  
2012 ◽  
Vol 7 (11) ◽  
pp. e50431 ◽  
Author(s):  
Sarah R. Rudebeck ◽  
Daniel Bor ◽  
Angharad Ormond ◽  
Jill X. O’Reilly ◽  
Andy C. H. Lee
Keyword(s):  
Working Memory ◽  
Episodic Memory ◽  
Fluid Intelligence ◽  
Spatial Working Memory ◽  
Working Memory Training ◽  
Memory Training ◽  
Training Task

Transcranial Direct Current Stimulation Enhances Verbal Working Memory Training Performance over Time and Near Transfer Outcomes

2014 ◽  
Vol 26 (11) ◽  
pp. 2443-2454 ◽  
Author(s):  
Lauren L. Richmond ◽  
David Wolk ◽  
Jason Chein ◽  
Ingrid R. Olson
Keyword(s):  
Working Memory ◽  
Direct Current ◽  
Transcranial Direct Current Stimulation ◽  
Working Memory Training ◽  
Memory Training ◽  
Control Group ◽  
Training Task ◽  
Near Transfer ◽  
Direct Current Stimulation ◽  
Stimulation Of

Studies attempting to increase working memory (WM) capacity show promise in enhancing related cognitive functions but have also raised criticism in the broader scientific community given the inconsistent findings produced by these studies. Transcranial direct current stimulation (tDCS) has been shown to enhance WM performance in a single session [Fregni, F., Boggio, P., Nitsche, M., Bermpohl, F., Anatal, A., Feredoes, E., et al. Anodal transcranial direct current stimulation of prefrontal cortex enhances working memory. Experimental Brain Research, 166, 23–30, 2005]; however, the extent to which tDCS might enhance learning on a WM training regime and the extent to which learning gains might transfer outside the training task remains largely unknown. To this end, participants engaged in an adaptive WM training task [previously utilized in Richmond, L., Morrison, A., Chein, J., & Olson, I. Working memory training and transfer in older adults. Psychology & Aging, 26, 813–822, 2011; Chein, J., & Morrison, A. Expanding the mind's workspace: Training and transfer effects with a complex working memory span task. Psychonomic Bulletin & Review, 17, 193–199, 2010] for 10 sessions over 2 weeks, concurrent with either active or sham stimulation of dorsolateral pFC. Before and after training, a battery of tests tapping domains known to relate to WM abilities was administered. Results show that tDCS enhanced learning on the verbal portion of the training task by 3.65 items. Furthermore, tDCS was shown to enhance near transfer to other untrained WM tasks in comparison with a no-contact control group. These results lend support to the idea that tDCS might bolster training and transfer gains in populations with compromised WM abilities.

The influence of training task stimuli on transfer effects of working memory training in aging

2017 ◽  
Author(s):  
A. Cantarella ◽  
E. Borella ◽  
B. Carretti ◽  
M. Kliegel ◽  
N. Mammarella ◽  
...  
Keyword(s):  
Working Memory ◽  
Working Memory Training ◽  
Memory Training ◽  
Training Task ◽  
Transfer Effects

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.

Can We Improve Fluid Intelligence With Training on Working Memory in Persons With Intellectual Disabilities?

2009 ◽  
Vol 8 (2) ◽  
pp. 148-164 ◽  
Author(s):  
Walter J. Perrig ◽  
Marco Hollenstein ◽  
Stephan Oelhafen
Keyword(s):  
Working Memory ◽  
Intellectual Disabilities ◽  
Fluid Intelligence ◽  
Working Memory Training ◽  
Memory Training ◽  
Far Transfer ◽  
Hereditary Component ◽  
Remedial Intervention ◽  
Intellectual Deficiencies ◽  
The Relationship

Fluid intelligence is considered as the ability to reason and to solve problems that influence learning in everyday life in both professional and educational settings. Therefore, a possibility to improve this faculty in persons with intellectual disabilities would be of highest interest for education. However, still being debated, many scientist as well as practitioners will agree that it is extremely difficult for these persons to go beyond a certain level of reasoning and to improve their intellectual functioning. This goes together with the consideration of fluid intelligence as a trait with a strong hereditary component that is rather immune to training. Nevertheless, we present in this article the theoretical rationale for successful working memory training as a processual training and as a remedial intervention tool for persons with intellectual deficiencies. This rationale is based on a review of the research on the relationship between working memory and fluid intelligence and the research on far transfer effects in nontrained tasks after training in populations with varying mental capacity. Features and constraints of the training tasks are described that are considered mandatory for a working memory training to be efficient.

scholarly journals Keeping things in mind for future thinking: Arithmetic booster reduces delay discounting

2020 ◽  
Author(s):  
Minho Hwang ◽  
Sung-Phil Kim ◽  
Dongil Chung
Keyword(s):  
Working Memory ◽  
Associative Memory ◽  
Cognitive Processes ◽  
Memory Task ◽  
Working Memory Training ◽  
Memory Training ◽  
Episodic Future Thinking ◽  
Future Thinking ◽  
Future Event ◽  
Training Performance

AbstractPeople have higher preference for immediate over delayed rewards, and it is suggested that such an impulsive tendency is governed by one’s ability to simulate future rewards. Consistent with this view, recent studies have shown that enforcing individuals to focus on episodic future thoughts reduces their impulsivity. Yet, given its multifaceted cognitive processes involved in future thinking, it is not well understood how episodic future thinking functions as an effective tool for modulating individuals’ preference for immediate (or delayed) rewards. To examine plausible mechanisms that are linked with future thinking, we used one associative memory task and one working memory task that each of which were administered to manipulate acquired amount of information and individuals’ ability to construct a coherent future event, respectively. Comparing with the impacts of three control tasks, we found that individuals’ impulsivity was significantly reduced as an effect of arithmetic working memory task, but not of associative memory task. Moreover, this impulsivity reduction was most pronounced in individuals who showed highest working memory training performance. These data provide a mechanistic account of how episodic future thinking affects individuals’ subjective valuation of delayed rewards.

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