Differential Age Effects in Load-Dependent Memory Processing

Jaeggi, Susanne M.; Schmid, Corinne; Buschkuehl, Martin; Perrig, Walter J.

doi:10.1080/13825580802233426

Cited by 31 publications

(27 citation statements)

References 76 publications

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“…This dual-task component distinguishes it from training interventions previously studied in older adults as they have used WM training tapping only one modality at once (visual or auditory). In our view, a more complex training paradigm would be more apt to balance out adult age differences, as studies have shown age differences to be more prominent in more complex tasks (Jaeggi, Schmid et al, 2008;Salthouse, 1992;Voelcker-Rehage et al, 2006). In a previous study with young adults we found transfer effects after dual n-back training to several executive functions including WM updating, task switching, and inhibition in attentional processes .…”

Section: Discussionmentioning

confidence: 88%

“…In a study comparing age effects in single n-back performance (VS or AV n-back task) and dual n-back performance (VS and AV n-back task) without training, Jaeggi, Schmid, Buschkuehl, and Perrig et al (2008) showed that the age effects were specifically prominent in the dual n-back version. That is, the older participants showed a significantly impaired performance in the dual n-back but not in the single n-back tasks, compared with the young adults.…”

Section: Introductionmentioning

confidence: 98%

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Age-specific differences of dualn-back training

Salminen

Frensch

Strobach

et al. 2015

Aging, Neuropsychology, and Cognition

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Age-related decline in executive functions can be decisive in performing everyday tasks autonomously. Working memory (WM) is closely related to executive functions, and training of WM has yielded evidence toward cognitive plasticity in older adults. The training effects often transfer to untrained tasks and functions. These effects have mostly been shown in processes such as WM and attention, whereas studies investigating transfer to executive functions have been scarce. We trained older adults aged 57-73 years in a WM training task that was reported to be effective in producing transfer in young adults. The training intervention consisted of a dual n-back task including independently processed auditory and visual n-back tasks. We investigated transfer to tasks engaging executive functions, and compared the effects in older adults to those reported in young adults. We found that both training groups improved in the training task. Although the training effect in older adults was smaller than the training effect in young adults, the older adults still showed a notable improvement so that after training they performed on the same level as young adults without training. The older adults also showed transfer to an untrained WM updating task, a result that was in accordance with the findings in young adults; other transfer effects in older adults were lacking. We conclude that although transfer effects were scarce, the present study provides encouraging evidence toward the possibilities to compensate for age-related decline in executive functions by a WM training intervention.

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Section: Discussionmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 98%

Age-specific differences of dualn-back training

Salminen

Frensch

Strobach

et al. 2015

Aging, Neuropsychology, and Cognition

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“…When looking at the specific results of the n-back tasks, one can see that the 1-back task has been performed more accurately than the 2-back task suggesting a higher executive load of the 2-back task (see also Jaeggi et al 2009). Performing the secondary task with higher executive load disrupted advantageous decision-making, whereas performing the secondary task with lower executive load did not lead to a significant deterioration in decision-making.…”

Section: Discussionmentioning

confidence: 94%

Decision-making under risk conditions is susceptible to interference by a secondary executive task

et al. 2011

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Recent research suggests two ways of making decisions: an intuitive and an analytical one. The current study examines whether a secondary executive task interferes with advantageous decision-making in the Game of Dice Task (GDT), a decision-making task with explicit and stable rules that taps executive functioning. One group of participants performed the original GDT solely, two groups performed either the GDT and a 1-back or a 2-back working memory task as a secondary task simultaneously. Results show that the group which performed the GDT and the secondary task with high executive load (2-back) decided less advantageously than the group which did not perform a secondary executive task. These findings give further evidence for the view that decision-making under risky conditions taps into the rational-analytical system which acts in a serial and not parallel way as performance on the GDT is disturbed by a parallel task that also requires executive resources.

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“…S2) [hits: t(31) = 1.45; P = 0.16; false alarms: t(31) = 0.93; P = 0.36, calculated as gain subtracting the mean RT of the individual last two training sessions from the mean RT in the first two training sessions]. Of course, the numerical increase in RT is most likely driven by the increasing level of n on which participants trained (35). Thus, to control for difficulty, we calculated regression models for each participant as a function of nback level using RT as the dependent variable, and session as the independent variable.…”

Section: Discussionmentioning

confidence: 99%

Short- and long-term benefits of cognitive training

Jaeggi

Buschkuehl

Jonides

et al. 2011

Proc. Natl. Acad. Sci. U.S.A.

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634

571

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Does cognitive training work? There are numerous commercial training interventions claiming to improve general mental capacity; however, the scientific evidence for such claims is sparse. Nevertheless, there is accumulating evidence that certain cognitive interventions are effective. Here we provide evidence for the effectiveness of cognitive (often called "brain") training. However, we demonstrate that there are important individual differences that determine training and transfer. We trained elementary and middle school children by means of a videogame-like working memory task. We found that only children who considerably improved on the training task showed a performance increase on untrained fluid intelligence tasks. This improvement was larger than the improvement of a control group who trained on a knowledge-based task that did not engage working memory; further, this differential pattern remained intact even after a 3-mo hiatus from training. We conclude that cognitive training can be effective and long-lasting, but that there are limiting factors that must be considered to evaluate the effects of this training, one of which is individual differences in training performance. We propose that future research should not investigate whether cognitive training works, but rather should determine what training regimens and what training conditions result in the best transfer effects, investigate the underlying neural and cognitive mechanisms, and finally, investigate for whom cognitive training is most useful.n-back training | training efficacy | long-term effects | motivation P hysical training has an effect not only on skills that are trained, but also on skills that are not explicitly trained. For example, running regularly can improve biking performance (1). More generally, running will improve performance on activities that benefit from an efficient cardiovascular system and strong leg muscles, such as climbing stairs or swimming. This transfer from a trained to an untrained physical activity is, of course, advantageous; we do not have to perform a large variety of different physical activities to improve general fitness. Although the existence of transfer in the physical domain is not surprising to anyone, demonstrating transfer from cognitive training has been difficult (2, 3), but there is accumulating evidence that certain cognitive interventions yield transfer (4-6).Fluid intelligence (Gf), defined as the ability to reason abstractly and solve novel problems (7), is frequently the target of cognitive training because Gf is highly predictive of educational and professional success (8,9). In contrast to crystallized intelligence (Gc) (7), it is highly controversial whether Gf can be altered by experience, and if so, to what degree (10, 11). Nevertheless, it seems that Gf is malleable to a certain extent as indicated by the fact that there are accumulating data showing an increase in Gf-related processes after cognitive training (6). The common feature of most studies showing transfer to Gf is that the tr...

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Differential Age Effects in Load-Dependent Memory Processing

Cited by 31 publications

References 76 publications

Age-specific differences of dualn-back training

Age-specific differences of dualn-back training

Decision-making under risk conditions is susceptible to interference by a secondary executive task

Short- and long-term benefits of cognitive training

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