Reserve capacity of the elderly in aging-sensitive tests of fluid intelligence: Replication and extension.

Baltes, Paul B.; Dittmann‐Kohli, Freya; Kliegl, Reinhold

doi:10.1037/0882-7974.1.2.172

Cited by 126 publications

(153 citation statements)

References 14 publications

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“…Jensen (1998) noted, for example, that that the intelligence factor,g, predicts only around 65% of the variance in its best predictor, matrix reasoning, leaving another 35% that must be governed by other factors, which could alternatively account for observed transfer (see also Shipstead et al, 2012). Thus, if the aim is to make claims about some latent aspect (i.e., a cognitive process or ability) of the transfer task, and if the ultimate "…goal is not to train for the specific task but to impact the construct underlying the task" (McArdle & Prindle, 2008, p. 703; see also Baltes et al, 1986;Baltes & Lindenberger, 1988), then analyses must be…”

Section: Generality Of Transfermentioning

confidence: 99%

On the validity and generality of transfer effects in cognitive training research

Noack

Lövdén

Schmiedek

2014

Psychological Research

102

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Section: Generality Of Transfermentioning

confidence: 99%

On the validity and generality of transfer effects in cognitive training research

Noack

Lövdén

Schmiedek

2014

Psychological Research

102

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“…Whereas most early cognitive training studies (e.g., Baltes et al, 1986) and studies in the field of educational psychology (e.g., Barnett & Ceci, 2002) have used the assessment of transfer effects for the purpose of evaluating the generality of improvements, the recent literature shows a shift toward using the transfer tool as a way to operationally define improvements in processing efficiency (e.g., Karbach & Kray, 2009;Persson & Reuter-Lorenz, 2008). This shift is also reflected in a change in training protocols, from teaching cognitive strategies to repeated practice on tasks tapping theoretically defined processes (e.g., updating, task switching).…”

Section: Improvement Of Cognitive Performance From Cognitive Trainingmentioning

confidence: 99%

A theoretical framework for the study of adult cognitive plasticity.

Lövdén

Bäckman

Lindenberger

et al. 2010

Psychological Bulletin

618

528

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Does plasticity contribute to adult cognitive development, and if so, in what ways? The vague and overused concept of plasticity makes these controversial questions difficult to answer. In this article, we refine the notion of adult cognitive plasticity and sharpen its conceptual distinctiveness. According to our framework, adult cognitive plasticity is driven by a prolonged mismatch between functional organismic supplies and environmental demands and denotes the brain's capacity for anatomically implementing reactive changes in behavioral flexibility (i.e., the possible range of performance and function). We distinguish between 2 interconnected but distinct cognitive outcomes of adult cognitive plasticity: alterations in processing efficiency and alterations in representations. We demonstrate the usefulness of our framework in evaluating and interpreting (a) increments in frontal brain activations in the course of normal aging and (b) the effects of cognitive training in adulthood and old age. Finally, we outline new research questions and predictions generated by the present framework and recommend design features for future cognitive-training studies.

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“…It started in 1975 and was conducted jointly by the first author and Sherry L. Willis (BaRes & Willis, 1982). In 1981, Baltes initiated a similar project (Projekt Altersintelligenz = PRO-ALT) at the Max Planck Institute for Human Development and Education, Berlin, in collaboration with Freya Dittmann-Kohli and Reinhold Kliegl (Baltes, Dittmann-Kohli & Kliegl, 1986).…”

Section: Precursor Studies and Frameworkmentioning

confidence: 99%

On the range of cognitive plasticity in old age as a function of experience: 15 years of intervention research

Baltes¹,

Lindenberger²

1988

Behavior Therapy

Self Cite

147

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Fifteen years of cognitive research conducted by the first author and his colleagues are summarized. This research has shown that many older adults have the reserve capacity to improve their performance on tests of intelligence and other indicators of cognitive efficacy. Improvement results both from self-guided learning and trainer-guided training in relevant cognitive skills. At the same time, there is increasing evidence that there are aging-related limits in the level of training-based performance attainable through practice and other strategies of cognitive engineering. Near maximum limits of capacity, aging loss seems less subject to reversibility. The nature of cognitive aging, thus, involves a Janus-like character: continued plasticity accompanied by increasing limits to plasticity. As programs for the redesigning of the aging process are considered, plasticity and limits to plasticity deserve equal attention in order to reflect the possible strengths and weaknesses of older persons. A model derived from such a dual perspective is presented in the form of selective optimization with compensation.The purpose of this article is to summarize a research program on cognitive plasticity in old age conducted over the last fifteen years by the first author in collaboration with several colleagues. In the first part, the empirical body of data is described as it evolved since the original studies were initiated in the early 1970s. This line of research had as its primary focus the demonstration of plasticity (modifiability). In the second part, recent and ongoing research is summarized. In that line of research the focus has moved from the mere demonstration of plasticity (modifiability) in old age to the study of the limiting conditions (constraints) on plasticity.

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Reserve capacity of the elderly in aging-sensitive tests of fluid intelligence: Replication and extension.

Abstract: Reserve capacity of the elderly in aging-sensitive tests of fluid intelligence : replication and extension first published in:

Cited by 126 publications

References 14 publications

On the validity and generality of transfer effects in cognitive training research

On the validity and generality of transfer effects in cognitive training research

A theoretical framework for the study of adult cognitive plasticity.

On the range of cognitive plasticity in old age as a function of experience: 15 years of intervention research

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