scholarly journals The Mindset of Intelligence Is Not a Contributor of Placebo Effects in Working Memory Training

2021 ◽  
Vol 12 ◽  
Author(s):  
Peibing Liu ◽  
Xin Zhang ◽  
Renlai Zhou
Keyword(s):  
Working Memory ◽  
Placebo Effect ◽  
Fluid Intelligence ◽  
Working Memory Capacity ◽  
Working Memory Training ◽  
Memory Training ◽  
Placebo Effects ◽  
Theories Of Intelligence ◽  
Significant Difference ◽  
Scale Scores

Whether working memory training is effective in enhancing fluid intelligence remains in dispute. Several researchers, who doubt the training benefits, consider that placebo effects may be the reason for positive training gains. One of the vital variables that may induce the placebo effect is the mindset of intelligence. In this article, we provide a test of whether the mindset of intelligence leads to placebo effects in working memory training. Participants were overtly recruited and allocated to the growth mindset group or the fixed mindset group by Theories of Intelligence Scale scores. A single, 1 h session working memory training is the cue to introduce the placebo effects. During pre/post-testing, all participants completed tasks measuring working memory capacity (near transfer) and fluid intelligence (far transfer). Our findings show no significant difference between the two groups in both tasks. Therefore, these results suggest that the placebo effect does not exist in this study, which means individuals' mindset of intelligence may not be a contributor to the placebo effect in 1 h working memory training. This research will further help to clarify the mechanism of the placebo effect in working memory training.

Working Memory Training May Increase Working Memory Capacity but Not Fluid Intelligence

2013 ◽  
Vol 24 (12) ◽  
pp. 2409-2419 ◽  
Author(s):  
Tyler L. Harrison ◽  
Zach Shipstead ◽  
Kenny L. Hicks ◽  
David Z. Hambrick ◽  
Thomas S. Redick ◽  
...  
Keyword(s):  
Working Memory ◽  
Fluid Intelligence ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Working Memory Training ◽  
Memory Training

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 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. 

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