Transfer after process-based object-location memory training in healthy older adults.

Zimmermann, Kathrin; Bastian, Claudia C. von; Röcke, Christina; Martin, Mike; Eschen, Anne

doi:10.1037/pag0000123

Cited by 18 publications

(24 citation statements)

References 89 publications

(127 reference statements)

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“…In two of our studies, we found some evidence for far transfer to reasoning (von Bastian & Oberauer, 2013;Zimmermann et al, 2016). Whereas the two studies varied in the training tasks administered and the age group examined, they have in common that we assessed long-term effects four (Zimmermann et al, 2016) and six months (von Bastian & Oberauer, 2013) after the posttest.…”

Section: Paradigm-specific Performance Gainsmentioning

confidence: 67%

Working memory updating and binding training: Bayesian evidence supporting the absence of transfer.

Simoni

Bastian²

2018

Journal of Experimental Psychology: General

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As working memory (WM) predicts a wide range of other abilities, it has become a popular target for training interventions. However, its effectiveness to elicit generalized cognitive benefits is still under debate. Previous research yielded inconsistent findings and focused only little on the mechanisms underlying transfer effects. To disentangle training effects on WM capacity and efficiency, we evaluated near transfer to untrained, structurally different WM tasks and far transfer to closely related abilities (i.e., reasoning, processing speed, task switching, and inhibitory control) in addition to process-specific effects on 3 WM mechanisms (i.e., focus switching, removal of WM contents, and interference resolution). We randomly assigned 197 young adults to 1 of 2 experimental groups (updating or item-to-context binding) or to an active control group practicing visual search tasks. Before and after 5 weeks of adaptive training, performance was assessed measuring each of the cognitive processes and abilities of interest with 4 tasks covering verbal-numerical and visual-spatial materials. Despite the relatively large sample size, large practice effects in the trained tasks, and at least moderate correlations between WM training tasks and transfer measures, we found consistent evidence for the absence of any training-induced improvements across all ranges of transfer and mechanisms. Instead, additional analyses of error patterns and self-reported strategy use indicated that WM training encouraged the development of stimulus-specific expertise and use of paradigm-specific strategies. Thus, the results suggest that the WM training interventions examined here enhanced neither WM capacity nor the WM mechanisms assumed to underlie transfer. (PsycINFO Database Record

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Section: Paradigm-specific Performance Gainsmentioning

confidence: 67%

Working memory updating and binding training: Bayesian evidence supporting the absence of transfer.

Simoni

Bastian²

2018

Journal of Experimental Psychology: General

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“…The strategy learned from experience might be the key factor to benefit new learning. Previous studies have shown the facilitation of proactive experience on later associative learning for both motor and episodic memory tasks (Verneau et al, 2015;Zimmermann et al, 2016). This kind of positive transfer makes acquiring information more efficient.…”

Section: Discussionmentioning

confidence: 86%

Memory Traces Diminished by Exercise Affect New Learning as Proactive Facilitation

Zhou

2020

Front. Neurosci.

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Exercise enhances cognitive function through increased neurogenesis but can also cause neurogenesis-induced forgetting. It remains unclear whether the diminished memory traces are completely forgotten. Our goals were to determine whether spatial memory is diminished by exercise, and if so, whether the memory is completely gone or whether only the local details disappear but not the acquired strategy. Two-monthold male C57BL/6J mice were trained on a spatial memory task using the Morris water maze and tested to determine that they had learned the platform location. Another mouse group received no training. Half the mice in each group then exercised on a running wheel, while the other half remained sedentary in home cages. After 4 weeks of this, previously trained mice were tested for their retention of the platform location. All mice were then subjected to the task, but the platform was located in a different position (reversal learning for previously trained mice). We found that exercise significantly facilitated the forgetting of the first platform location (i.e., diminished spatial memory) but also significantly enhanced reversal learning. Compared with mice that received no pre-exercise training, mice that had been previously trained, even those in the exercise group that had decreased recall, showed significantly better performance in the reversal learning test. Activation of new adult-born neurons was also examined. Although newborn neuron activation between groups that had or had not received prior task training was not different, activation was significantly higher in exercise groups than in sedentary groups after the probe test for reversal learning. These results indicated that the experience of pre-exercise training equally facilitated new learning in the sedentary and exercise groups, even though significantly lower memory retention was found in the exercise group, suggesting rule-based learning in mice. Furthermore, newborn neurons equally participated in similar and novel memory acquisition.

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“…Large training effects are an established finding in the literature across various training regimes in both younger (e.g., Brehmer et al 2012;Jaeggi et al 2008;Sprenger et al 2013;von Bastian and Oberauer 2013) and older adults (e.g., von Bastian et al 2013a;Zimmermann et al 2016; see Karbach and Verhaeghen 2014 for a meta-analysis) indicating that improvements in complex cognitive tasks are not limited to younger adults, but extend into old age.…”

Section: Magnification Of Training Performancementioning

confidence: 99%

Do Individual Differences Predict Change in Cognitive Training Performance? A Latent Growth Curve Modeling Approach

2017

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Cognitive training interventions have become increasingly popular as a potential means to cost-efficiently stabilize or enhance cognitive functioning across the lifespan. Large training improvements have been consistently reported on the group level, with, however, large differences on the individual level. Identifying the factors contributing to these individual differences could allow for developing individually tailored interventions to boost training gains. In this study, we therefore examined a range of individual differences variables that had been discussed in the literature to potentially predict training performance. To estimate and predict individual differences in the training trajectories, we applied Latent Growth Curve models to existing data from three working memory training interventions with younger and older adults. However, we found that individual differences in demographic variables, real-world cognition, motivation, cognitionrelated beliefs, personality, leisure activities, and computer literacy and training experience were largely unrelated to change in training performance. Solely baseline cognitive performance was substantially related to change in training performance and particularly so in young adults, with individuals with higher baseline performance showing the largest gains. Thus, our results conform to magnification accounts of cognitive change.Keywords Working memory training . Individual differences . Latent growth curve modeling Over the past decade, there has been an exploding interest in computer-based commercial Bbrain training^programs and in scientific evidence relating to the effectiveness of such interventions, triggered by promising results of working memory (WM) training gains generalizing to previously untrained cognitive abilities such as intelligence in both younger (e.g., Jaeggi et al. 2008) and older adults (e.g., Borella et al. 2010). Although the idea of improving general cognitive functioning within a few weeks is enticing, there is also accumulating evidence against a generalized effect of WM training (e.g., Clark et al. 2017;De Simoni and von Bastian 2017;Guye and von Bastian 2017;Sprenger et al. 2013). Even on the meta-analytic level, evidence is mixed regarding the effectiveness of cognitive training in both younger and older adults (e.g., Au et al. 2015;Dougherty et al. 2016;Karbach and Verhaeghen 2014;Kelly et al. 2014;Lampit et al. 2014;Melby-Lervåg and Hulme 2013;Melby-Lervåg et al. 2016;Schwaighofer et al. 2015;Soveri et al. 2017). Aside from design and methodological choices potentially explaining the diverging findings (e.g., Noack et al. 2009;Shipstead et al. 2012), many authors increasingly articulated the potentially important influence of individual differences on cognitive training trajectories and outcomes (e.g., Buitenweg et al. 2012;Guye et al. 2016;Könen and Karbach 2015;Shah et al. 2012;von Bastian and Oberauer 2014 Individual differences in cognitive functioning (e.g., Ackerman and Lohman 2006) and learning potential (e.g., Stern ...

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Transfer after process-based object-location memory training in healthy older adults.

Cited by 18 publications

References 89 publications

Working memory updating and binding training: Bayesian evidence supporting the absence of transfer.

Working memory updating and binding training: Bayesian evidence supporting the absence of transfer.

Memory Traces Diminished by Exercise Affect New Learning as Proactive Facilitation

Do Individual Differences Predict Change in Cognitive Training Performance? A Latent Growth Curve Modeling Approach

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