Working memory and executive functions: effects of training on academic achievement

Titz, Cora; Karbach, Julia

doi:10.1007/s00426-013-0537-1

Cited by 320 publications

(246 citation statements)

References 144 publications

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“…However, other studies found that children and older adults benefited more from training than young adults (e.g., Bherer et al 2008;Karbach and Kray 2009). Such compensation effects have been argued to emerge as participants with lower initial cognitive status have more room for improvement (see Titz and Karbach 2014 for a review). These diverging findings are reflected by recent meta-analyses, with some reporting evidence for age being a moderator of training outcomes (e.g., MelbyLervåg and Hulme 2013) and others not (e.g., Karbach and Verhaeghen 2014;Schwaighofer et al 2015).…”

Section: Predictors Of Cognitive Training Outcomesmentioning

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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Section: Predictors Of Cognitive Training Outcomesmentioning

confidence: 99%

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

2017

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“…4 trained cognitive and EF tasks (e.g., attention, inhibition) and cross-domain tasks (e.g., visual-spatial WM to verbal WM), in both typically and atypically developing children of varying ages (Holmes, Gathercole, & Dunning, 2009;Kirk, Gray, Riby, & Cornish, 2015;Klingberg et al, 2005;Klingberg et al, 2002;Titz & Karbach, 2014). Studies thus suggest the potential to modify EFs in childhood, although the various means for achieving this (e.g., the type, quantity, quality, and duration of intervention) remain debated.…”

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confidence: 99%

Enhancing Preschoolers’ Executive Functions Through Embedding Cognitive Activities in Shared Book Reading

et al. 2016

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Given evidence that early executive functioning sets the stage for a broad range of subsequent outcomes, researchers have sought to identify ways to foster these cognitive capacities. The current series of studies sought to design, develop, and provide evidence for the efficacy of embedding cognitive activities in a commonplace activity-shared reading of a children's book. The book, Quincey Quokka's Quest, required children to control their thinking and behavior to help the story's main character through a series of obstacles. The first study investigated effects of reading with embedded cognitive activities in individual and group contexts on young children's executive functions (EFs). The second study compared reading with embedded cognitive activities against a more active control condition (dialogic reading) that similarly engaged children in the reading process yet lacked clear engagement of EFs. The third study sought to investigate whether the effect of reading the story with embedded EF activities changed across differing doses of the intervention and whether effects persisted 2 months post-intervention. All studies provided evidence of intervention effects on shifting, with working memory benefits shown in two of the three studies, in as little as 3 weeks (compared to more traditional reading). Study 3 further indicated maintenance of these gains 2 months later. This suggests the efficacy of embedding cognitive activities in the context of everyday activities, thereby extending the range of users and contexts in which this approach can be used. AbstractGiven evidence that early executive functioning sets the stage for a broad range of subsequent

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“…Out of children with low working memory capacity (WMC) around 80% struggle with reading, math, or both (Gathercole and Alloway 2008). As higher order functions rely on a well-functioning WM, increasing its capacity has been associated with obvious expectations and the quest to understand the extent of the potential benefits has been widely pursued and discussed (Schubert et al 2014;Titz and Karbach 2014;von Bastian and Oberauer 2014;Redick et al 2015;Shipstead et al 2010;Constantinidis and Klingberg 2016;Morrison and Chein 2010).…”

Section: Introductionmentioning

confidence: 99%

Are Measures of Transfer Effects Missing the Target?

Söderqvist

Nutley

2017

J Cogn Enhanc

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Repeated and targeted training of working memory typically leads to improvements as observed using cognitive assessments of working memory and different methods of brain imaging. A more controversial topic is whether these improvements transfer to improvements in other cognitive functions and if behavior in everyday life is impacted. If such transfer is the overarching goal with cognitive training, then determining the relevant markers of this should be deemed essential. However, research publications within the cognitive training field seldom provide in-depth theoretical support of the outcomes and design choices selected, nor do they provide a discussion of the relevance of these on everyday life. In this opinion paper we discuss different approaches in assessing transfer effects, specifically on academic performance, and how these might explain discrepancies between different studies in their results and conclusions. We urge the research community to pursue using ecologically valid outcome measures that are suitable to capture training-related change in everyday life in order to advance our understanding of the promises and limitations of cognitive enhancement.

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Working memory and executive functions: effects of training on academic achievement

Cited by 320 publications

References 144 publications

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

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

Enhancing Preschoolers’ Executive Functions Through Embedding Cognitive Activities in Shared Book Reading

Are Measures of Transfer Effects Missing the Target?

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