26 results on '"Far transfer"'
Search Results
2. Cognition of relational discovery: why it matters for effective far transfer and effective education?
- Author
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Hilary J. Don, Micah B. Goldwater, and Evan J. Livesey
- Subjects
relational learning ,far transfer ,complex discriminations ,category learning ,individual differences ,Psychology ,BF1-990 - Published
- 2023
- Full Text
- View/download PDF
Catalog
3. Higher-Order Executive Function in Middle School: Training Teachers to Enhance Cognition in Young Adolescents.
- Author
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Gamino, Jacquelyn F., Frost, Courtney, Riddle, Russell, Koslovsky, Janet, and Chapman, Sandra B.
- Subjects
MIDDLE school teachers ,EXECUTIVE function ,COGNITION ,COGNITIVE training ,STANDARDIZED tests ,SOCIAL sciences education ,TEENAGERS - Abstract
The epoch of adolescent brain development is an ideal time to train complex thinking skills, and middle schools provide an ideal environment to train and foster this acquisition. Unfortunately, few teachers are equipped with enough knowledge of the science of learning and evidence-based methodology, to ensure all students are given sufficient opportunity to develop their cognitive capacity to the fullest. Using our evidenced-based higher-order executive function training program, we trained current teachers to provide cognitive training to their students. The results of this study demonstrate the efficacy of teacher-implemented intervention for immediate improvement in high-level executive function capacities such as gist-reasoning and interpretive statement production. More importantly, we found evidence of far transfer via students' improved academic performance in all standardized test content areas (Reading, Mathematics, Science, and Social Studies) when compared to their untrained peers. Our findings support the importance of providing intensive professional development that afford educators with a greater understanding of the brain, how we learn, and the importance of evidence-based programs to advance and instill high-level executive function in all students. [ABSTRACT FROM AUTHOR] more...
- Published
- 2022
- Full Text
- View/download PDF
4. Higher-Order Executive Function in Middle School: Training Teachers to Enhance Cognition in Young Adolescents
- Author
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Jacquelyn F. Gamino, Courtney Frost, Russell Riddle, Janet Koslovsky, and Sandra B. Chapman
- Subjects
cognitive training ,higher-order executive function ,far transfer ,educator training ,educator professional development ,Psychology ,BF1-990 - Abstract
The epoch of adolescent brain development is an ideal time to train complex thinking skills, and middle schools provide an ideal environment to train and foster this acquisition. Unfortunately, few teachers are equipped with enough knowledge of the science of learning and evidence-based methodology, to ensure all students are given sufficient opportunity to develop their cognitive capacity to the fullest. Using our evidenced-based higher-order executive function training program, we trained current teachers to provide cognitive training to their students. The results of this study demonstrate the efficacy of teacher-implemented intervention for immediate improvement in high-level executive function capacities such as gist-reasoning and interpretive statement production. More importantly, we found evidence of far transfer via students’ improved academic performance in all standardized test content areas (Reading, Mathematics, Science, and Social Studies) when compared to their untrained peers. Our findings support the importance of providing intensive professional development that afford educators with a greater understanding of the brain, how we learn, and the importance of evidence-based programs to advance and instill high-level executive function in all students. more...
- Published
- 2022
- Full Text
- View/download PDF
5. Cognitive and Linguistic Effects of Working Memory Training in Children With Corresponding Deficits
- Author
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Laura J. Pauls and Lisa M. D. Archibald
- Subjects
working memory impairment ,working memory training ,language ,single subject design ,near transfer ,far transfer ,Education (General) ,L7-991 - Abstract
Working memory training has been found to result in improvements on tasks similar to those involved in the training (near transfer) but show limited impact on everyday skills such as language or academic abilities (far transfer). Previous research has largely focused on those with a broad range of skills, and examined group level responses. This study uses a single subject design to examine the effect of working memory training on both working memory and related domains in children with working memory impairment. Seven children (8–11 years old) with a working memory impairment completed 20 sessions of computerized working memory intervention. Data revealed near transfer for all participants. Evidence of far transfer to improvements in language, reading, or math was observed for approximately half of the participants on individual measures. Three participants showed convincing but modest training effects across multiple measures. A combination of factors appeared to influence far transfer including age, training intensity, and baseline measures. more...
- Published
- 2022
- Full Text
- View/download PDF
6. Training Executive Functions to Improve Academic Achievement: Tackling Avenues to Far Transfer
- Author
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Catherine Gunzenhauser and Matthias Nückles
- Subjects
executive functions ,academic achievement ,far transfer ,cognitive training ,early childhood education ,self-regulation ,Psychology ,BF1-990 - Abstract
The aim of training executive functions is usually to improve the ability to attain real-life goals such as academic achievement, that is, far transfer. Although many executive function trainings are successful in improving executive functions, far transfer is more difficult to achieve (cf. Diamond and Lee, 2011; Sala and Gobet, 2020). In this perspective article, we focus on the transfer of executive function training to academic performance. First, we disentangle possible sources of transfer problems. We argue that executive functions can facilitate academic performance via two specific pathways, namely learning-related behaviors and learning-related cognitions. Further, we discuss how domain-specific factors (e.g., task-specific demands and prior knowledge) may influence the successful application of executive functions to learning in this domain. Second, we discuss how the school setting can be used to enhance executive function training with approaches to facilitating far transfer to academic achievement. Specifically, we suggest that training executive functions as a means to improve academic performance is most promising in young students, for whom both behavioral and domain-specific cognitive demands of formal schooling are quite novel challenges. Furthermore, we outline that students could be supported in far transfer of trained executive functions by being informed of the specific relevance of these skills for learning-related behaviors and by having them practice executive functions under such authentic conditions. Moreover, we suggest that in order to promote ongoing effects of executive function training beyond short-term interventions, teachers should be equipped to consider the specific executive function components that might facilitate and support students’ acquisition of a particular subject matter. more...
- Published
- 2021
- Full Text
- View/download PDF
7. Training Executive Functions to Improve Academic Achievement: Tackling Avenues to Far Transfer.
- Author
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Gunzenhauser, Catherine and Nückles, Matthias
- Subjects
EXECUTIVE function ,ACADEMIC achievement ,GOAL (Psychology) ,COGNITION ,TRANSFER functions ,BILINGUALISM ,COGNITIVE training - Abstract
The aim of training executive functions is usually to improve the ability to attain real-life goals such as academic achievement, that is, far transfer. Although many executive function trainings are successful in improving executive functions, far transfer is more difficult to achieve (cf. Diamond and Lee, 2011; Sala and Gobet, 2020). In this perspective article, we focus on the transfer of executive function training to academic performance. First, we disentangle possible sources of transfer problems. We argue that executive functions can facilitate academic performance via two specific pathways, namely learning-related behaviors and learning-related cognitions. Further, we discuss how domain-specific factors (e.g., task-specific demands and prior knowledge) may influence the successful application of executive functions to learning in this domain. Second, we discuss how the school setting can be used to enhance executive function training with approaches to facilitating far transfer to academic achievement. Specifically, we suggest that training executive functions as a means to improve academic performance is most promising in young students, for whom both behavioral and domain-specific cognitive demands of formal schooling are quite novel challenges. Furthermore, we outline that students could be supported in far transfer of trained executive functions by being informed of the specific relevance of these skills for learning-related behaviors and by having them practice executive functions under such authentic conditions. Moreover, we suggest that in order to promote ongoing effects of executive function training beyond short-term interventions, teachers should be equipped to consider the specific executive function components that might facilitate and support students' acquisition of a particular subject matter. [ABSTRACT FROM AUTHOR] more...
- Published
- 2021
- Full Text
- View/download PDF
8. Planting the Seeds: Orchestral Music Education as a Context for Fostering Growth Mindsets
- Author
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Steven J. Holochwost, Judith Hill Bose, Elizabeth Stuk, Eleanor D. Brown, Kate E. Anderson, and Dennie Palmer Wolf
- Subjects
music education ,growth mindset ,far transfer ,socioemotional development ,poverty ,inequality ,Psychology ,BF1-990 - Abstract
Growth mindset is an important aspect of children’s socioemotional development and is subject to change due to environmental influence. Orchestral music education may function as a fertile context in which to promote growth mindset; however, this education is not widely available to children facing economic hardship. This study examined whether participation in a program of orchestral music education was associated with higher levels of overall growth mindset and greater change in levels of musical growth mindset among children placed at risk by poverty. After at least 2 years of orchestral participation, students reported significantly higher levels of overall growth mindset than their peers; participating students also reported statistically significant increases in musical growth mindset regardless of the number of years that they were enrolled in orchestral music education. These findings have implications for future research into specific pedagogical practices that may promote growth mindset in the context of orchestral music education and more generally for future studies of the extra-musical benefits of high-quality music education. more...
- Published
- 2021
- Full Text
- View/download PDF
9. MINDflex Training for Cognitive Flexibility in Chronic Pain: A Randomized, Controlled Cross-Over Trial
- Author
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Henrik B. Jacobsen, Ole Klungsøyr, Nils I. Landrø, Tore C. Stiles, and Bryan T. Roche
- Subjects
pain ,Relational Frame Theory (RFT) ,cognitive training ,far transfer ,randomized controlled (clinical) trial ,Psychology ,BF1-990 - Abstract
Impairments in executive functioning are prevalent in chronic pain conditions, with cognitive inflexibility being the most frequently reported. The current randomized, cross-over trial, piloted a computerized cognitive training (CCT) program based on Relational Frame Theory, targeting improvement in cognitive flexibility. At baseline, 73 chronic pain patients completed testing on pre-selected outcomes of executive functioning, alongside IQ measures. When tested three times over the course of 5 months, there was a drop-out rate of 40% at the third time point, leaving 44 patients who had data at all time points. The results showed that there was a substantial learning effect from the MINDFLEX training and a substantial time-dependent improvement on the primary outcomes of increased flexibility, but that this could not be tied to active training. In conclusion, this small study indicated a learning effect as well as improvement on primary outcomes. Based on the current results, a larger trial with improved feasibility of training is warranted. more...
- Published
- 2020
- Full Text
- View/download PDF
10. Planting the Seeds: Orchestral Music Education as a Context for Fostering Growth Mindsets.
- Author
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Holochwost, Steven J., Bose, Judith Hill, Stuk, Elizabeth, Brown, Eleanor D., Anderson, Kate E., and Wolf, Dennie Palmer
- Subjects
MUSIC education ,ORCHESTRAL music ,PEER teaching ,JUNK food ,FOSTER home care - Abstract
Growth mindset is an important aspect of children's socioemotional development and is subject to change due to environmental influence. Orchestral music education may function as a fertile context in which to promote growth mindset; however, this education is not widely available to children facing economic hardship. This study examined whether participation in a program of orchestral music education was associated with higher levels of overall growth mindset and greater change in levels of musical growth mindset among children placed at risk by poverty. After at least 2 years of orchestral participation, students reported significantly higher levels of overall growth mindset than their peers; participating students also reported statistically significant increases in musical growth mindset regardless of the number of years that they were enrolled in orchestral music education. These findings have implications for future research into specific pedagogical practices that may promote growth mindset in the context of orchestral music education and more generally for future studies of the extra-musical benefits of high-quality music education. [ABSTRACT FROM AUTHOR] more...
- Published
- 2021
- Full Text
- View/download PDF
11. MINDflex Training for Cognitive Flexibility in Chronic Pain: A Randomized, Controlled Cross-Over Trial.
- Author
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Jacobsen, Henrik B., Klungsøyr, Ole, Landrø, Nils I., Stiles, Tore C., and Roche, Bryan T.
- Subjects
COGNITIVE flexibility ,COGNITIVE training ,CROSSOVER trials ,CHRONIC pain ,EXECUTIVE function - Abstract
Impairments in executive functioning are prevalent in chronic pain conditions, with cognitive inflexibility being the most frequently reported. The current randomized, cross-over trial, piloted a computerized cognitive training (CCT) program based on Relational Frame Theory, targeting improvement in cognitive flexibility. At baseline, 73 chronic pain patients completed testing on pre-selected outcomes of executive functioning, alongside IQ measures. When tested three times over the course of 5 months, there was a drop-out rate of 40% at the third time point, leaving 44 patients who had data at all time points. The results showed that there was a substantial learning effect from the MINDFLEX training and a substantial time-dependent improvement on the primary outcomes of increased flexibility, but that this could not be tied to active training. In conclusion, this small study indicated a learning effect as well as improvement on primary outcomes. Based on the current results, a larger trial with improved feasibility of training is warranted. [ABSTRACT FROM AUTHOR] more...
- Published
- 2020
- Full Text
- View/download PDF
12. Far-Transfer Effects of Strategy-Based Working Memory Training
- Author
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Sharon Chan, Ulrich Mueller, and Michael E. J. Masson
- Subjects
working memory ,strategy training ,problem solving ,executive function ,far transfer ,Psychology ,BF1-990 - Abstract
We assessed the transfer effects of training working memory strategies to a novel problem-solving task. Previous WM training studies have produced little evidence for transfer across contexts. In the current study, 64 6- to 9-year-olds were randomly assigned to one of four training conditions: semantic and rehearsal training, semantic training only, rehearsal training only, and treated control group. All training groups performed significantly better on the transfer task than the control group, but training groups did not differ significantly from each other. Implications of the findings for cognitive interventions and future WM training studies are discussed. more...
- Published
- 2019
- Full Text
- View/download PDF
13. Far-Transfer Effects of Strategy-Based Working Memory Training.
- Author
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Chan, Sharon, Mueller, Ulrich, and Masson, Michael E. J.
- Subjects
SHORT-term memory ,GENERAL factor (Psychology) ,CONTROL groups ,LEARNING ,CATEGORIZATION (Psychology) - Abstract
We assessed the transfer effects of training working memory strategies to a novel problem-solving task. Previous WM training studies have produced little evidence for transfer across contexts. In the current study, 64 6- to 9-year-olds were randomly assigned to one of four training conditions: semantic and rehearsal training, semantic training only, rehearsal training only, and treated control group. All training groups performed significantly better on the transfer task than the control group, but training groups did not differ significantly from each other. Implications of the findings for cognitive interventions and future WM training studies are discussed. [ABSTRACT FROM AUTHOR] more...
- Published
- 2019
- Full Text
- View/download PDF
14. Longitudinal Analysis of Music Education on Executive Functions in Primary School Children
- Author
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Artur C. Jaschke, Henkjan Honing, and Erik J. A. Scherder
- Subjects
longitudinal analysis ,music ,intelligence ,executive functions ,far transfer ,Neurosciences. Biological psychiatry. Neuropsychiatry ,RC321-571 - Abstract
Background: Research on the effects of music education on cognitive abilities has generated increasing interest across the scientific community. Nonetheless, longitudinal studies investigating the effects of structured music education on cognitive sub-functions are still rare. Prime candidates for investigating a relationship between academic achievement and music education appear to be executive functions such as planning, working memory, and inhibition.Methods: One hundred and forty-seven primary school children, Mage = 6.4 years, SD = 0.65 were followed for 2.5 years. Participants were randomized into four groups: two music intervention groups, one active visual arts group, and a no arts control group. Neuropsychological tests assessed verbal intelligence and executive functions. Additionally, a national pupil monitor provided data on academic performance.Results: Children in the visual arts group perform better on visuospatial memory tasks as compared to the three other conditions. However, the test scores on inhibition, planning and verbal intelligence increased significantly in the two music groups over time as compared to the visual art and no arts controls. Mediation analysis with executive functions and verbal IQ as mediator for academic performance have shown a possible far transfer effect from executive sub-function to academic performance scores.Discussion: The present results indicate a positive influence of long-term music education on cognitive abilities such as inhibition and planning. Of note, following a two-and-a-half year long visual arts program significantly improves scores on a visuospatial memory task. All results combined, this study supports a far transfer effect from music education to academic achievement mediated by executive sub-functions. more...
- Published
- 2018
- Full Text
- View/download PDF
15. Longitudinal Analysis of Music Education on Executive Functions in Primary School Children.
- Author
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Jaschke, Artur C., Honing, Henkjan, and Scherder, Erik J. A.
- Subjects
MUSIC education ,SCHOOL children - Abstract
Background: Research on the effects of music education on cognitive abilities has generated increasing interest across the scientific community. Nonetheless, longitudinal studies investigating the effects of structuredmusic education on cognitive sub-functions are still rare. Prime candidates for investigating a relationship between academic achievement and music education appear to be executive functions such as planning, working memory, and inhibition. Methods: One hundred and forty-seven primary school children, Mage = 6.4 years, SD = 0.65 were followed for 2.5 years. Participants were randomized into four groups: two music intervention groups, one active visual arts group, and a no arts control group. Neuropsychological tests assessed verbal intelligence and executive functions. Additionally, a national pupil monitor provided data on academic performance. Results: Children in the visual arts group perform better on visuospatial memory tasks as compared to the three other conditions. However, the test scores on inhibition, planning and verbal intelligence increased significantly in the two music groups over time as compared to the visual art and no arts controls. Mediation analysis with executive functions and verbal IQ as mediator for academic performance have shown a possible far transfer effect from executive sub-function to academic performance scores. Discussion: The present results indicate a positive influence of long-term music education on cognitive abilities such as inhibition and planning. Of note, following a two-and-a-half year long visual arts program significantly improves scores on a visuospatial memory task. All results combined, this study supports a far transfer effect from music education to academic achievement mediated by executive sub-functions. [ABSTRACT FROM AUTHOR] more...
- Published
- 2018
- Full Text
- View/download PDF
16. Testing the Limits of Skill Transfer for Scrabble Experts in Behaviour and Brain
- Author
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Sophia Van Hees, Penny M Pexman, Ian Hargreaves, Lenka Zdrazilova, Jessie M Hart, Kaia Myers-Stewart, Filomeno Cortese, and Andrea B Protzner
- Subjects
fMRI ,Expertise ,ERP ,far transfer ,Scrabble ,Neurosciences. Biological psychiatry. Neuropsychiatry ,RC321-571 - Abstract
We investigated transfer of the skills developed by competitive Scrabble players. Previous studies reported superior performance for Scrabble experts on the lexical decision task (LDT), suggesting near transfer of Scrabble skills. Here we investigated the potential for far transfer to a symbol decision task (SDT); in particular, transfer of enhanced long-term working memory for vertically presented stimuli. Our behavioural results showed no evidence for far transfer. Despite years of intensive practice, Scrabble experts were no faster and no more accurate than controls in the SDT. However, our fMRI and EEG data from the SDT suggest that the neural repertoire that Scrabble experts develop supports task performance even outside of the practised domain, in a non-linguistic context. The regions engaged during the SDT were different across groups: controls engaged temporal-frontal regions, whereas Scrabble experts engaged posterior visual and temporal-parietal regions. In Scrabble experts, activity related to Scrabble skill (anagramming scores) included regions associated with visual-spatial processing and long-term working memory, and overlapped with regions previously shown to be associated with Scrabble expertise in the near transfer task (LDT). Analysis of source waveforms within these regions showed that participants with higher anagramming scores had larger P300 amplitudes, potentially reflecting greater working memory capacity, or less variability in the participants who perform the task more efficiently. Thus, the neuroimaging results provide evidence of brain transfer in the absence of behavioural transfer, providing new clues about the consequences of long-term training associated with competitive Scrabble expertise. more...
- Published
- 2016
- Full Text
- View/download PDF
17. Cognitive and Linguistic Effects of Working Memory Training in Children With Corresponding Deficits
- Author
-
Pauls, Laura J. and Archibald, Lisa M.D.
- Subjects
far transfer ,language ,education ,working memory impairment ,single subject design ,Education (General) ,L7-991 ,working memory training ,near transfer ,Education - Abstract
Working memory training has been found to result in improvements on tasks similar to those involved in the training (near transfer) but show limited impact on everyday skills such as language or academic abilities (far transfer). Previous research has largely focused on those with a broad range of skills, and examined group level responses. This study uses a single subject design to examine the effect of working memory training on both working memory and related domains in children with working memory impairment. Seven children (8–11 years old) with a working memory impairment completed 20 sessions of computerized working memory intervention. Data revealed near transfer for all participants. Evidence of far transfer to improvements in language, reading, or math was observed for approximately half of the participants on individual measures. Three participants showed convincing but modest training effects across multiple measures. A combination of factors appeared to influence far transfer including age, training intensity, and baseline measures. more...
- Published
- 2022
- Full Text
- View/download PDF
18. The Testing Effect and Far Transfer: The Role of Exposure to Key Information.
- Author
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van Eersel, Gerdien G., Verkoeijen, Peter P. J. L., Povilenaite, Migle, and Rikers, Remy
- Subjects
MEMORY testing ,RECALL (Information retrieval) ,RECOLLECTION (Psychology) ,PSYCHOLOGICAL feedback ,QUESTIONING ,KNOWLEDGE transfer - Abstract
Butler (2010: Experiment 3) showed that retrieval practice enhanced transfer to a new knowledge domain compared to rereading. The first experiment of the present study was a direct replication of Butler's third experiment. Participants studied text passages and then either reread them three times or went through three cycles of cued recall questions (i.e., retrieval practice) with feedback. As in Butler's (2010) experiment, an advantage of retrieval practice on the final far transfer test emerged after 1 week. Additionally, we observed an advantage of retrieval practice on the final test administered after 5 min. However, these advantages might have been due to participants in the retrieval practice condition receiving focused exposure to the key information (i.e., the feedback) that was needed to answer the final test questions. We therefore conducted a second experiment in which we included the retrieval practice condition and the reread condition from our first experiment, as well as a new reread-plus-statements condition. In the reread-plus-statements condition, participants received focused exposure to the key information after they had reread a text. As in Experiment 1, we found a large effect on far transfer when retrieval practice was compared to rereading. However, this effect was substantially reduced when retrieval practice was compared to the reread-plus-statements condition. Taken together, the results of the present experiments demonstrate that Butler's (2010) testing effect in far transfer is robust. Moreover, focused exposure to key information appears to be a significant factor in this far transfer testing effect. [ABSTRACT FROM AUTHOR] more...
- Published
- 2016
- Full Text
- View/download PDF
19. Testing the Limits of Skill Transfer for Scrabble Experts in Behavior and Brain.
- Author
-
van Hees, Sophia, Pexman, Penny M., Hargreaves, Ian S., Zdrazilova, Lenka, Hart, Jessie M., Myers-Stewart, Kaia, Cortese, Filomeno, and Protzner, Andrea B.
- Subjects
SCRABBLE (Game) ,BOARD games ,FUNCTIONAL magnetic resonance imaging ,BRAIN physiology ,LONG-term memory - Abstract
We investigated transfer of the skills developed by competitive Scrabble players. Previous studies reported superior performance for Scrabble experts on the lexical decision task (LDT), suggesting near transfer of Scrabble skills. Here we investigated the potential for far transfer to a symbol decision task (SDT); in particular, transfer of enhanced long-term working memory for vertically presented stimuli. Our behavioral results showed no evidence for far transfer. Despite years of intensive practice, Scrabble experts were no faster and no more accurate than controls in the SDT. However, our fMRI and EEG data from the SDT suggest that the neural repertoire that Scrabble experts develop supports task performance even outside of the practiced domain, in a non-linguistic context. The regions engaged during the SDT were different across groups: controls engaged temporal-frontal regions, whereas Scrabble experts engaged posterior visual and temporal-parietal regions. In Scrabble experts, activity related to Scrabble skill (anagramming scores) included regions associated with visual-spatial processing and long-term working memory, and overlapped with regions previously shown to be associated with Scrabble expertise in the near transfer task (LDT). Analysis of source waveforms within these regions showed that participants with higher anagramming scores had larger P300 amplitudes, potentially reflecting greater working memory capacity, or less variability in the participants who performed the task more efficiently. Thus, the neuroimaging results provide evidence of brain transfer in the absence of behavioral transfer, providing new clues about the consequences of long-term training associated with competitive Scrabble expertise. [ABSTRACT FROM AUTHOR] more...
- Published
- 2016
- Full Text
- View/download PDF
20. Multi-domain computerized cognitive training program improves performance of bookkeeping tasks: a matched-sampling active-controlled trial
- Author
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Amit eLampit, Claus eEbster, and Michael eValenzuela
- Subjects
cognitive training ,job performance ,far transfer ,young adults ,Bookkeeping ,Psychology ,BF1-990 - Abstract
Cognitive skills are important predictors of job performance, but the extent to which Computerized Cognitive Training (CCT) can improve job performance in healthy adults is unclear. We report, for the first time, that a CCT program aimed at attention, memory, reasoning and visuo-spatial abilities can enhance productivity in healthy younger adults on bookkeeping tasks with high relevance to real-world job performance. 44 business students (77.3% female, mean age 21.4 ± 2.6 years) were assigned to either (a) 20 hours of CCT, or (b) 20 hours of computerized arithmetic training (active control) by a matched sampling procedure. Both interventions were conducted over a period of six weeks, 3-4 one-hour sessions per week. Transfer of skills to performance on a 60-minute paper-based bookkeeping task was measured at three time points – baseline, after 10 hours and after 20 hours of training. Repeated measures ANOVA found a significant Group X Time effect on productivity (F=7.033, df=1.745; 73.273, p=0.003) with a significant interaction at both the 10-hour (Relative Cohen’s effect size = 0.38, p=0.014) and 20-hour time points (Relative Cohen’s effect size = 0.40, p=0.003). No significant effects were found on accuracy or on Conners’ Continuous Performance Test, a measure of sustained attention. The results are discussed in reference to previous findings on the relationship between brain plasticity and job performance. Generalization of results requires further study. more...
- Published
- 2014
- Full Text
- View/download PDF
21. MINDflex Training for Cognitive Flexibility in Chronic Pain: A Randomized, Controlled Cross-Over Trial
- Author
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Ole Klungsøyr, Tore C. Stiles, Bryan Roche, Nils Inge Landrø, and Henrik Børsting Jacobsen
- Subjects
far transfer ,050103 clinical psychology ,medicine.medical_specialty ,randomized controlled (clinical) trial ,lcsh:BF1-990 ,education ,Learning effect ,cognitive training ,03 medical and health sciences ,0302 clinical medicine ,medicine ,Psychology ,0501 psychology and cognitive sciences ,pain ,Time point ,Relational Frame Theory (RFT) ,General Psychology ,Original Research ,05 social sciences ,Chronic pain ,Cognitive flexibility ,Flexibility (personality) ,medicine.disease ,Crossover study ,Cognitive training ,lcsh:Psychology ,Physical therapy ,030217 neurology & neurosurgery - Abstract
Impairments in executive functioning are prevalent in chronic pain conditions, with cognitive inflexibility being the most frequently reported. The current randomized, cross-over trial, piloted a computerized cognitive training (CCT) program based on Relational Frame Theory, targeting improvement in cognitive flexibility. At baseline, 73 chronic pain patients completed testing on pre-selected outcomes of executive functioning, alongside IQ measures. When tested three times over the course of 5 months, there was a drop-out rate of 40% at the third time point, leaving 44 patients who had data at all time points. The results showed that there was a substantial learning effect from the MINDFLEX training and a substantial time-dependent improvement on the primary outcomes of increased flexibility, but that this could not be tied to active training. In conclusion, this small study indicated a learning effect as well as improvement on primary outcomes. Based on the current results, a larger trial with improved feasibility of training is warranted. Copyright © 2020 Jacobsen, Klungsøyr, Landrø, Stiles and Roche. This is an openaccess article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. more...
- Published
- 2020
22. Online Games Training Aging Brains:Limited transfer to cognitive control functions
- Author
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Jesse eVan Muijden, Guido P H Band, and Bernhard eHommel
- Subjects
Aging ,cognitive control ,cognitive enhancement ,far transfer ,Videogames ,Neurosciences. Biological psychiatry. Neuropsychiatry ,RC321-571 - Abstract
The prevalence of age-related cognitive decline will increase due to graying of the global population. The goal of the present study was to test whether playing online cognitive training games can improve cognitive control (CC) in healthy older adults. Fifty-four older adults (age 60-77) played five different cognitive training games online for 30 minutes a day over a period of seven weeks (game group). Another group of 20 older adults (age 61-73) instead answered quiz questions about documentaries online (documentary group). Transfer was assessed by means of a cognitive test battery administered before and after the intervention. The test battery included measures of working memory updating, set shifting, response inhibition, attention and inductive reasoning. Compared with the documentary group, the game group showed larger improvement of inhibition (Stop-Signal task) and inductive reasoning (Raven-SPM), whereas the documentary group showed more improvement in selective attention (UFoV-3). These effects qualify as transfer effects, because response inhibition, inductive reasoning and selective attention were not targeted by the interventions. However, because seven other indicators of CC did not show benefits of game training and some of those that did suffered from potential baseline differences, the study as a whole provides only modest support for the potential of videogame training to improve CC in healthy older adults. more...
- Published
- 2012
- Full Text
- View/download PDF
23. Online games training aging brains: limited transfer to cognitive control functions.
- Author
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Van Muijden, Jesse, Band, Guido P. H., and Hommel, Bernhard
- Subjects
VIDEO games ,COGNITIVE Control Battery ,COGNITIVE development ,AGING - Abstract
The prevalence of age-related cognitive decline will increase due to graying of the global population. The goal of the present study was to test whether playing online cognitive training games can improve cognitive control (CC) in healthy older adults. Fifty-four older adults (age 60-77) played five different cognitive training games online for 30 min a day over a period of seven weeks (game group). Another group of 20 older adults (age 61-73) instead answered quiz questions about documentaries online (documentary group). Transfer was assessed by means of a cognitive test battery administered before and after the intervention. The test battery included measures of working memory updating, set shifting, response inhibition, attention, and inductive reasoning. Compared with the documentary group, the game group showed larger improvement of inhibition (Stop-Signal task) and inductive reasoning (Raven-SPM), whereas the documentary group showed more improvement in selective attention (UFoV-3). These effects qualify as transfer effects, because response inhibition, inductive reasoning and selective attention were not targeted by the interventions. However, because seven other indicators of CC did not show benefits of game training and some of those that did suffered from potential baseline differences, the study as a whole provides only modest support for the potential of videogame training to improve CC in healthy older adults. [ABSTRACT FROM AUTHOR] more...
- Published
- 2012
- Full Text
- View/download PDF
24. Far-Transfer Effects of Strategy-Based Working Memory Training
- Author
-
Michael E. J. Masson, Sharon Chan, and Ulrich Mueller
- Subjects
Working memory training ,far transfer ,education ,lcsh:BF1-990 ,Psychological intervention ,Training (civil) ,050105 experimental psychology ,working memory ,Task (project management) ,03 medical and health sciences ,0302 clinical medicine ,problem solving ,Psychology ,0501 psychology and cognitive sciences ,strategy training ,General Psychology ,Original Research ,Working memory ,05 social sciences ,Cognition ,Strategy training ,3. Good health ,lcsh:Psychology ,executive function ,030217 neurology & neurosurgery ,Cognitive psychology - Abstract
We assessed the transfer effects of training working memory strategies to a novel problem-solving task. Previous WM training studies have produced little evidence for transfer across contexts. In the current study, 64 6- to 9-year-olds were randomly assigned to one of four training conditions: semantic and rehearsal training, semantic training only, rehearsal training only, and treated control group. All training groups performed significantly better on the transfer task than the control group, but training groups did not differ significantly from each other. Implications of the findings for cognitive interventions and future WM training studies are discussed. more...
- Published
- 2019
- Full Text
- View/download PDF
25. The Testing Effect and Far Transfer: The Role of Exposure to Key Information
- Author
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Gerdien G. van Eersel, Remy M. J. P. Rikers, Migle Povilenaite, Peter P. J. L. Verkoeijen, Department of Psychology, Education and Child Studies, Research Methods and Techniques, and Educational and Developmental Psychology more...
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far transfer ,Transfer test ,050109 social psychology ,feedback ,retrieval practice ,050105 experimental psychology ,Transfer (computing) ,testing effect ,Replication (statistics) ,Psychology ,0501 psychology and cognitive sciences ,Testing effect ,key information ,General Psychology ,Original Research ,Cued recall ,business.industry ,05 social sciences ,Lexical access ,cued recall ,Test (assessment) ,Key (cryptography) ,Artificial intelligence ,business ,Cognitive psychology - Abstract
Butler (2010: Experiment 3) showed that retrieval practice enhanced transfer to a new knowledge domain compared to rereading. The first experiment of the present study was a direct replication of Butler’s third experiment. Participants studied text passages and then either reread them three times or went through three cycles of cued recall questions (i.e., retrieval practice) with feedback. As in Butler’s (2010) experiment, an advantage of retrieval practice on the final far transfer test emerged after 1 week. Additionally, we observed an advantage of retrieval practice on the final test administered after 5 min. However, these advantages might have been due to participants in the retrieval practice condition receiving focused exposure to the key information (i.e., the feedback) that was needed to answer the final test questions. We therefore conducted a second experiment in which we included the retrieval practice condition and the reread condition from our first experiment, as well as a new reread-plus-statements condition. In the reread-plus-statements condition, participants received focused exposure to the key information after they had reread a text. As in Experiment 1, we found a large effect on far transfer when retrieval practice was compared to rereading. However, this effect was substantially reduced when retrieval practice was compared to the reread-plus-statements condition. Taken together, the results of the present experiments demonstrate that Butler’s (2010) testing effect in far transfer is robust. Moreover, focused exposure to key information appears to be a significant factor in this far transfer testing effect. more...
- Published
- 2016
26. Multi-domain computerized cognitive training program improves performance of bookkeeping tasks: a matched-sampling active-controlled trial
- Author
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Claus Ebster, Amit Lampit, and Michael Valenzuela
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young adults ,far transfer ,medicine.medical_specialty ,medicine.medical_treatment ,lcsh:BF1-990 ,Audiology ,050105 experimental psychology ,law.invention ,cognitive training ,03 medical and health sciences ,0302 clinical medicine ,Randomized controlled trial ,law ,medicine ,Psychology ,0501 psychology and cognitive sciences ,Cognitive skill ,Original Research Article ,General Psychology ,Rehabilitation ,05 social sciences ,Repeated measures design ,Bookkeeping ,Cognitive training ,Test (assessment) ,job performance ,lcsh:Psychology ,Job performance ,bookkeeping ,Social psychology ,030217 neurology & neurosurgery - Abstract
Cognitive skills are important predictors of job performance, but the extent to which Computerized Cognitive Training (CCT) can improve job performance in healthy adults is unclear. We report, for the first time, that a CCT program aimed at attention, memory, reasoning and visuo-spatial abilities can enhance productivity in healthy younger adults on bookkeeping tasks with high relevance to real-world job performance. 44 business students (77.3% female, mean age 21.4 ± 2.6 years) were assigned to either (a) 20 hours of CCT, or (b) 20 hours of computerized arithmetic training (active control) by a matched sampling procedure. Both interventions were conducted over a period of six weeks, 3-4 one-hour sessions per week. Transfer of skills to performance on a 60-minute paper-based bookkeeping task was measured at three time points – baseline, after 10 hours and after 20 hours of training. Repeated measures ANOVA found a significant Group X Time effect on productivity (F=7.033, df=1.745; 73.273, p=0.003) with a significant interaction at both the 10-hour (Relative Cohen’s effect size = 0.38, p=0.014) and 20-hour time points (Relative Cohen’s effect size = 0.40, p=0.003). No significant effects were found on accuracy or on Conners’ Continuous Performance Test, a measure of sustained attention. The results are discussed in reference to previous findings on the relationship between brain plasticity and job performance. Generalization of results requires further study. more...
- Published
- 2014
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