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Despite the popularity of working memory (WM) and updating training, recent reviews have questioned their efficacy. We evaluated a computer-based training programme based on the Running Span and Keep Track paradigms. We assigned 111 7-year-olds with poor WM and mathematical performances to updating training, one of the two control groups, or a fourth group, who were administered Cogmed, a commercially available programme. At the immediate posttest, updating training produced only marginal improvements relative to control, but this was sustained and became significant six months post-training. Cogmed training resulted in substantial improvement at immediate posttest, but became marginal at delayed posttest. Neither type of training resulted in better performance in mathematics or generalised to other WM tasks that differed more markedly from those used during training. These findings suggest that relations between WM or updating capacity and mathematics performance may be moderated by factors that do not benefit directly from improved capacity.

Timbre is an important attribute of sound both in music and nature. Previously, using an operant conditioning paradigm, we found that black-capped chickadees and humans show similar response patterns in discriminating triadic chords of the same timbre and transferred this discrimination to a novel key center (novel absolute pitch). The current study examined how varying the timbre of the chords influenced discrimination. Using a similar operant conditioning procedure, we trained humans (Experiment 1) and chickadees (Experiments 2 and 3) to discriminate a major chord from 6 other chord types that had semitone deviations from the major chord. The pattern of errors of the 2 species replicated our previous findings. We then tested participants with novel timbres. We found that humans readily transferred their discrimination to novel timbres, suggesting they were attending to triadic pitch relations. The chickadees failed to transfer to novel timbres, suggesting they were using a different strategy to perform the original chord discrimination. We conducted an acoustic analysis examining frequency ranges that are biologically relevant to chickadees. We found that the relative intensity within each chord of the frequencies used in black-capped chickadee song significantly correlated with chickadees' percent response during probe testing. In Experiment 3, we trained a new set of chickadees by including either expanded pitch or timbre training before testing. Although chickadees showed some transfer to novel chords following this expanded training, we found that neither type of expanded training helped the chickadees when probe tested with novel stimuli.

Young students, old students, and old nonstudents read and recalled short texts that were in either narrative or expository form. In addition, a set of six verbal ability measures thought to be related to discourse memory was obtained for all of the participants. Older subjects recalled less from the texts than younger subjects, and neither type of text nor student status modified the magnitude of the age differences. The set of verbal ability measures was adequately described by two principal components, one consisting of simple, speed-related skills, and the other consisting of more complex skills. Each set of variables predicted a proportion of discourse memory variance, and accounted for some of the variance that would otherwise be attributed to age. The results suggest that age differences in some basic cognitive skills related to reading effectiveness might underlie age differences in memory for discourse.