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

Abstract

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 fartransfer 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.

The effectiveness of intervention with board games: a systematic review

“…These research designs do not control for the possibility of placebo effects. Intervention studies must include an active control group to control for possible placebo effects [39], thus it will be necessary to compare the effect of board game groups and active control groups in future research. Third, in the articles selected for the present review, some studies were conducted with relatively small sample sizes.…”

Cognitive and academic benefits of music training with children: A multilevel meta-analysis

“…For instance, WM training does not enhance children's domain-general cognitive skills or academic achievement (Aksayli, Sala, & Gobet, 2019;Melby-Lervåg et al, 2016;Sala & Gobet, 2020). The same applies to action and nonaction videogame training and brain training (Duyck & Op de Beeck, 2019;Kassai, Futo, Demetrovics, & Takacs, 2019;Libertus et al, 2017;Lintern & Boot, 2019;Sala et al, 2019a;Sala, Tatlidil, & Gobet, 2018, 2019bSimons et al, 2016).…”

“…Analogously, H0 was substantially supported only if BF < 0.333 (i.e., H0 three times more likely to be true than H1). Since the priors were conditional to the type of controls employed by the primary study (as indicated by Sala et al, 2019a), these analyses were carried out after running moderator analysis. The analyses were carried out with the bayesmeta R package (Röver, 2017).…”

Effects and Moderators of Computer-Based Training on Children's Executive Functions: A Systematic Review and Meta-Analysis

“…On the other hand, previous research also indicated that the effects of computer-based training could transfer to an untrained domain (Goldin et al, 2014;Liu et al, 2015). In fact, most cognitive training programs are designed to improve not only the specified domain but also the general cognitive ability or, at least, some core cognitive mechanisms (Sala et al, 2019a). Therefore, it is vital to examine whether computer-based training is effective for far-transfer effects.…”