scholarly journals Training Working Memory for Two Years – No Evidence of Latent Transfer to Intelligence

2021 ◽  
Author(s):  
Luc Watrin ◽  
Oliver Wilhelm ◽  
Gizem Hülür
Keyword(s):  
Working Memory ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Convincing Evidence ◽  
Memory Training ◽  
Control Group ◽  
Training Effects ◽  
Latent Factors ◽  
Crystallized Intelligence ◽  
9Th Grade

Working memory (WM) training has been proposed as a promising intervention to enhance cognitive abilities, but convincing evidence for transfer to untrained abilities is lacking. Prevalent limitations of WM training studies include the narrow assessment of both WM and cognitive abilities, the analysis of manifest variables subject to measurement error, and training dosages too low to likely cause changes in the cognitive system. To address these limitations, we conducted a two-year longitudinal study to investigate the effects of working memory training on latent factors of working memory capacity, fluid intelligence and crystallized intelligence. 112 students initially attending 9th grade practiced a heterogenous set of validated WM tasks on a bi-weekly basis. A control group of 113 students initially attending 9th grade participated in the pretest and posttest. Broad and prototypical measures of fluid and crystallized intelligence served as measures of nearer and farer transfer. We found substantial and reliable training effects on the practiced WM tasks, as well as on a latent WM factor constituted by them. However, no transfer of training effects to latent factors of fluid or crystallized intelligence were observed. These results question the utility and validity of WM training as means of improving cognitive abilities.

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 Theory of Mind Measurements and Mechanisms: An Investigation of Construct Validity and Cognitive Processes in Theory of Mind Tasks

2021 ◽  
Author(s):  
◽  
Ester Navarro Garcia
Keyword(s):  
Individual Differences ◽  
Theory Of Mind ◽  
Construct Validity ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Metalinguistic Awareness ◽  
Latent Factors ◽  
Confirmatory Factor Analyses ◽  
Crystallized Intelligence ◽  
Important Challenge

Understanding the perspectives of others is a critical skill. Theory of mind (ToM) is an essential ability for social competence and communication, and it is necessary for understanding behaviors that differ from our own (Premack and Woodruff, 1978). Although all individuals possess a ToM to varying degrees, bilinguals are especially adept to perspective-taking. Research has reported that bilinguals outperform monolinguals in ToM tasks (e.g., Goetz, 2003; Rubio-Fernandez & Glucksberg, 2012). However, the mechanisms underlying this effect are unclear. Studying individual differences in ToM performance between bilinguals and monolinguals can help explain these mechanisms. Yet this promising area of research faces an important challenge: the lack of psychometric research on ToM measurement. Recent research suggests that tests that measure the ToM construct might not be as reliable as previously thought (Warnell & Redcay, 2019). This hinders the interpretation of experimental and correlational findings and puts into question the validity of the ToM construct. This dissertation addresses these two questions empirically to improve our understanding of what constitutes ToM. Study 1 examines the structure of ToM, crystallized intelligence (Gc), and fluid intelligence (Gf) to understand (a) whether ToM constitutes a construct separate from other cognitive abilities and (b) to explore whether tasks of ToM present adequate construct validity. For this, three confirmatory factor analyses (CFAs) were conducted. The results demonstrated that a model with three latent factors (ToM, Gf and Gc) did not adequately fit the data and was not significantly different from a model with only two latent factors (ToM-Gf and Gc). In addition, an exploratory factor analysis (EFA) showed that two of the ToM tasks loaded onto a Gf factor whereas one of the tasks loaded onto a third factor by itself. Finally, an exploratory network analysis (NMA) was conducted to observe relationships among the tasks. The results showed that the ToM tasks were no more related to each other than to some tasks of Gf and Gc, and that ToM tasks did not form a consistent cluster. Overall, the results of Study 1 suggest that ToM tasks are likely not measuring a monolithic ToM construct. Study 2 examines individual differences in metalinguistic awareness, executive function, and bilingualism as predictors of ToM. The results showed that all variables significantly predicted ToM, but bilingualism was not a significant moderator of ToM. Overall, the findings suggest that in this sample there was no difference in the processes used to predict ToM based on being bilingual or monolingual. Implications for measurement and individual differences in ToM are discussed.

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 Are We Measuring Theory of Mind Correctly? A Psychometric Study of Theory of Mind and Intelligence

2021 ◽  
Author(s):  
Ester Navarro
Keyword(s):  
Factor Analysis ◽  
Network Analysis ◽  
Theory Of Mind ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Factor Analyses ◽  
Latent Factors ◽  
Confirmatory Factor Analyses ◽  
Crystallized Intelligence ◽  
Confirmatory Factor

Theory of mind (ToM) is an essential ability for social competence and communication, and it is necessary for understanding behaviors that differ from our own (Premack and Woodruff, 1978). However, recent research suggests that tasks designed to measure the ToM construct might not be as reliable or valid as previously thought (Warnell & Redcay, 2019). This hinders the interpretation of experimental and correlational findings and puts into question the validity of the ToM construct. The study examines the structure of ToM, crystallized intelligence (Gc), and fluid intelligence (Gf) to understand (a) whether ToM constitutes a construct separate from other cognitive abilities and (b) to explore whether tasks of ToM present adequate construct validity. For this, three confirmatory factor analyses (CFAs) were conducted. The results demonstrated that a model with three latent factors (ToM, Gf and Gc) did not adequately fit the data and was not significantly different from a model with only two latent factors (ToM-Gf and Gc). In addition, an exploratory factor analysis (EFA) showed that two of the ToM tasks loaded onto a Gf factor whereas one of the tasks loaded onto a third factor by itself. Finally, an exploratory network analysis (NMA) was conducted to observe relationships among the tasks. The results showed that the ToM tasks were no more related to each other than to some tasks of Gf and Gc, and that ToM tasks did not form a consistent cluster. Overall, the results suggest that ToM tasks are likely not measuring a monolithic ToM construct.

scholarly journals The Cognitive Underpinnings of Multiply-Constrained Problem Solving

2019 ◽  
Author(s):  
Derek Ellis ◽  
Gene Arnold Brewer ◽  
Matthew Kyle Robison
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Attention Control ◽  
Crystallized Intelligence ◽  
Constrained Problems ◽  
Constrained Problem ◽  
Analytical Strategies ◽  
Fluid And Crystallized Intelligence

An individual encounters problem of varying difficulty every day. Each problem may include a different number of constraints. Multiply-constrained problems, such as the compound remote associates, are commonly used to study problem solving. Since their development, multiply-constrained problems have been related to creativity and insight. Moreover, research has investigated the cognitive abilities underlying problem solving abilities. In the present study we sought to fully evaluate a range of cognitive abilities (i.e., working memory, attention control, episodic and semantic memory, and fluid and crystallized intelligence) previously associated with multiply-constrained problem solving. Additionally, we sought to determine whether problem solving ability and strategies (analytical or insightful) were task specific or domain general through the use of novel problem solving tasks (TriBond and Location Bond). Multiply-constrained problem solving abilities were shown to be domain general, solutions derived through insightful strategies were more often correct than those derived through analytical strategies, and crystallized intelligence was the only cognitive ability that provided unique predictive value after accounting for all other abilities.

Transfer of Training between Working Memory Task and Attentional Task

2016 ◽  
pp. 147-165
Author(s):  
Ting Guo ◽  
Yanna Ren ◽  
Xiaotong Zhu ◽  
Hong Chen ◽  
Satoshi Takahashi ◽  
...  
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Empirical Evidence ◽  
Cognitive Training ◽  
Cognitive Functions ◽  
Cognitive Abilities ◽  
Memory Task ◽  
Cognitive Disorders ◽  
Training Effects ◽  
Attention Memory

The present studies indicate that training effects in a certain domain may result in the acquired skills being transferred to other domains that require similar abilities. Cognitive training involves structured exercises that are prescribed and undertaken with the purpose of enhancing cognitive abilities, such as attention, memory, and problem solving. In contrast to symptomatic pharmacotherapy, non-pharmacological approaches may further improve patients' situations. Our aim was to summarize the empirical evidence for the rehabilitation of individuals with cognitive disorders by using training tasks to enhance specific cognitive functions to combat against cognitive degradation and transfer the benefits to other widely used domains.

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 Strategy mediation in working memory training in younger and older adults

2020 ◽  
Vol 73 (8) ◽  
pp. 1206-1226 ◽  
Author(s):  
Alicia Forsberg ◽  
Daniel Fellman ◽  
Matti Laine ◽  
Wendy Johnson ◽  
Robert H Logie
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Cognitive Abilities ◽  
Age Groups ◽  
Training Session ◽  
Cognitive Capacity ◽  
Memory Training ◽  
Training Strategy ◽  
Before And After ◽  
Post Test

Working memory (WM) training with the N-Back task has been argued to improve cognitive capacity and general cognitive abilities (the Capacity Hypothesis of training), although several studies have shown little or no evidence for such improvements beyond tasks that are very similar to the trained task. Laine et al. demonstrated that instructing young adult participants to use a specific visualisation strategy for N-back training resulted in clear, generalised benefits from only 30 min of training (Strategy Mediation Hypothesis of training). Here, we report a systematic replication and extension of the Laine et al. study, by administering 60 younger and 60 older participants a set of WM tasks before and after a 30-min N-back training session. Half the participants were instructed to use a visualisation strategy, the others received no instruction. The pre-post test battery encompassed a criterion task (digit N-back), two untrained tasks N-back tasks (letters and colours), and three structurally different WM tasks. The instructed visualisation strategy significantly boosted at least some measures of N-back performance in participants of both age groups, although the strategy generally appeared more difficult to implement and less beneficial for older adults. However, the strategy did not improve performance on structurally different WM tasks. We also found significant associations between N-back performance and the type and level of detail of self-generated strategies in the uninstructed participants, as well as age group differences in reported strategy types. WM performance appeared to partly reflect the application of strategies, and Strategy Mediation should be considered to understand the mechanisms of WM training. Claims of efficient training should demonstrate useful improvement beyond task-specific strategies.

Benefits of training working memory in amnestic mild cognitive impairment: specific and transfer effects

2012 ◽  
Vol 25 (4) ◽  
pp. 617-626 ◽  
Author(s):  
Barbara Carretti ◽  
Erika Borella ◽  
Silvia Fostinelli ◽  
Michela Zavagnin
Keyword(s):  
Working Memory ◽  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Fluid Intelligence ◽  
Amnestic Mild Cognitive Impairment ◽  
Control Group ◽  
Long Term Memory ◽  
Transfer Effects ◽  
Memory Problems

ABSTRACTBackground:A growing number of studies are attempting to understand how effective cognitive interventions may be for patients with amnestic mild cognitive impairment (aMCI), particularly in relation to their memory problems.Methods:The present study aimed to explore the benefits of a working memory (WM) training program in aMCI patients. Patients (N= 20) were randomly assigned to two training programs: the experimental group practiced with a verbal WM task, while the active control group conducted educational activities on memory.Results:Results showed that the aMCI patients completing the WM training obtained specific gains in the task trained with some transfer effects on other WM measures (visuospatial WM) and on processes involved in or related to WM, e.g. fluid intelligence (the Cattell test) and long-term memory. This was not the case for the aMCI control group, who experienced only a very limited improvement.Conclusion:This pilot study suggests that WM training could be a valuable method for improving cognitive performance in aMCI patients, possibly delaying the onset of Alzheimer's disease.

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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