Top

Gepubliceerd in:

16-04-2018 | Original Article

Effects of Cogmed working memory training on cognitive performance

Auteurs: Joseph L. Etherton, Crystal D. Oberle, Jayson Rhoton, Ashley Ney

Gepubliceerd in: Psychological Research | Uitgave 7/2019

Abstract

Research on the cognitive benefits of working memory training programs has produced inconsistent results. Such research has frequently used laboratory-specific training tasks, or dual-task n-back training. The current study used the commercial Cogmed Working Memory (WM) Training program, involving several different training tasks involving visual and auditory input. Healthy college undergraduates were assigned to either the full Cogmed training program of 25, 40-min training sessions; an abbreviated Cogmed program of 25, 20-min training sessions; or a no-contact control group. Pretest and posttest measures included multiple measures of attention, working memory, fluid intelligence, and executive functions. Although improvement was observed for the full training group for a digit span task, no training-related improvement was observed for any of the other measures. Results of the study suggest that WM training does not improve performance on unrelated tasks or enhance other cognitive abilities.

vorige artikel Differences in modal distortion in time perception due to working memory capacity: a response with a developmental study in children and adults

volgende artikel Training and transfer effects of interference control training in children and young adults

Cogmed and Cogmed working memory training are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s).

Au, J., Sheehan, E., Tsai, N., Duncan, G. J., Buschkuehl, M., & Jaeggi, S. M. (2015). Improving fluid intelligence with training on working memory: A meta-analysis. Psychonomic Bulletin & Review, 22, 366–377.CrossRef

Beck, S. J., Hanson, C. A., Puffenberger, S. S., Benninger, K. L., & Benninger, W. B. (2010). A controlled trial of working memory training for children and adolescents with ADHD. Journal of Clinical Child & Adolescent Psychology, 39, 825–836.CrossRef

Benton, A. L., de Hamsher, K. S., & Sivan, A. B. (1993). Multilingual aphasia examination (2nd edn.). Iowa City: AJA Associates.

Bilker, W. B., Hansen, J. A., Brensinger, C. M., Richard, J., Gur, R. E., & Gur, R. C. (2012). Development of abbreviated nine-item forms of the Raven’s standard progressive matrices test. Assessment, 19, 354–369.CrossRefPubMedPubMedCentral

Brehmer, Y., Westerberg, H., & Backman, L. (2012). Working-memory training in younger and older adults: Training gains, transfer, and maintenance. Frontiers in Human Neuroscience, 6, 1110–1120.CrossRef

Cantarella, A., Borella, E., Carretti, B., Kliegel, M., & de Beni, R. (2017). Benefits in tasks related to everyday life competences after a working memory training in older adults. International Journal of Geriatric Psychiatry, 32, 86–93.CrossRefPubMed

Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York: Cambridge University Press.CrossRef

Caruso, D. R., Taylor, J. J., & Detterman, D. K. (1982). Intelligence research and intelligent policy. In D. K. Detterman & R. J. Sternberg (Eds.), How and how much can intelligence be increased (pp. 45–65). Norwood: Ablex.

Chacko, A., Bedard, A. C., Marks, D. J., Feirsen, N., Uderman, J. Z., Chimiklis, A., Ramon, M. (2014). A randomized clinical trial of Cogmed working memory training in school-age children with ADHD: A replication in a diverse sample using a control condition. Journal of Child Psychology & Psychiatry, 55, 247–255.CrossRef

Chein, J. M., & Morrison, A. B. (2010). Expanding the mind’s workspace: Training and transfer effects with a complex working memory span task. Psychonomic Bulletin & Review, 17, 193–199.CrossRef

Chooi, W.-T., & Thompson, L. A. (2012). Working memory training does not improve intelligence in healthy young adults. Intelligence, 40, 531–542.CrossRef

Colom, R., Abad, F. J., Quiroga, M. A., Shih, P. C., & Flores-Mendoza, C. (2008). Working memory and intelligence are highly related constructs, but why? Intelligence, 36, 584–606.CrossRef

Colom, R., Rebollo, I., Abad, F. J., & Shih, P. C. (2006). Complex span tasks, simple span tasks, and cognitive abilities: A reanalysis of key studies. Memory & Cognition, 34, 158–171.CrossRef

Colom, R., Rebollo, I., Palacios, A., Juan-Espinosa, M., & Kyllonen, P. C. (2004). Working memory is (almost) perfectly predicted by g. Intelligence, 32, 277–296.CrossRef

Colom, R., Román, F. J., Abad, F. J., Shih, P. C., Privado, J., … Jaeggi, S. M. (2013). Adaptive n-back training does not improve fluid intelligence at the construct level: Gains on individual tests suggest that training may enhance visuospatial processing. Intelligence, 41, 712–727.CrossRef

Curtis, K. L., Greve, K. W., Bianchini, K. J., & Breenan, A. (2006). California verbal learning test indicators of malingered neurocognitive dysfunction: Sensitivity and specificity in traumatic brain injury. Assessment, 13, 46–61.CrossRefPubMed

Dahlin, E., Nyberg, L., Bäckman, L., & Neely, A. S. (2008). Plasticity of executive functioning in young and older adults: Immediate training gains, transfer, and long-term maintenance. Psychology & Aging, 23, 720–730.CrossRef

Dahlin, K. I. E. (2011). Effects of working memory training on reading in children with special needs. Reading & Writing, 24, 479–491.CrossRef

Delis, D. C., Kramer, J. H., Kaplan, E., & Ober, B. A. (2000). California verbal learning test-II manual. San Antonio: Psychological Corporation.

Detterman, D. K. (1993). The case for the prosecution: Transfer as an epiphenomenon. In D. K. Detterman & R. J. Sternberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction (pp. 1–24). Westport: Ablex.

Dumontheil, I., & Klingberg, T. (2012). Brain activity during a visuospatial working memory task predicts arithmetical performance 2 years later. Cerebral Cortex, 22, 1078–1085.CrossRefPubMed

Ekstrom, R. B., French, J. W., Harman, H. H., & Dermen, D. (1976). Manual for kit of factor-referenced cognitive tests. Princeton: Educational Testing Service.

Estrada, E., Ferrer, E., Abad, F. J., Roman, F. J., & Colom, R. (2015). A general factor of intelligence fails to account for changes in tests’ scores after cognitive practice: A longitudinal multi-group latent-variable study. Intelligence, 50, 93–99.CrossRef

Faul, F., Erdfelder, E., Lang, A., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175–179.CrossRef

Gathercole, S. E., Pickering, S. J., Knight, C., & Stegmann, Z. (2004). Working memory skills and educational attainment: Evidence from national curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 18, 1–16.CrossRef

Geary, D. C., Hoard, M. K., Byrd-Craven, J., & DeSoto, M. C. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology, 88, 121–151.CrossRefPubMed

Gray, J. R., & Thompson, P. M. (2004). Neurobiology of intelligence: Science and ethics. Nature Reviews Neuroscience, 5, 471–482.CrossRefPubMed

Green, C. T., Long, D. L., Green, D., Iosif, A. M., Dixon, J. F., Miller, M. R., … Schweitzer, J. V. (2012). Will working memory training generalize to improve off-task behavior in children with attention-deficit/hyperactivity disorder? Neurotherapeutics, 9, 639–648.CrossRefPubMedPubMedCentral

Greiffenstein, M. F., Baker, W. J., & Gola, T. (1994). Validation of malingered amnesia measures with a large clinical sample. Psychological Assessment, 6, 218–224.CrossRef

Greve, K. W., Bianchini, K. J., Etherton, J. L., Meyers, J. E., Curtis, K. L., & Ord, J. S. (2009). The reliable digit span test in chronic pain: Classification accuracy in detecting malingered pain-related disability. The Clinical Neuropsychologist, 24, 137–152.CrossRefPubMed

Harrison, T. L., Shipstead, Z., Hicks, K. L., Hambrick, D. Z., Redick, T. S., & Engle, R. W. (2013). Working memory training may increase working memory capacity but not fluid intelligence. Psychological Science, 24, 2409–2419.CrossRefPubMed

Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science, 12, F9-F15.CrossRef

Holmes, J., Gathercole, S. E., Place, M., Dunning, D. L., Hilton, K. A., & Elliott, J. G. (2010). Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD. Applied Cognitive Psychology, 24, 827–836.CrossRef

Hossiep, R., Turck, D., &. Hasella, M. (1999). Bochumer Matrizen test: BOMAT-advanced-short version. Gottingen: Hogrefe.

Houben, K., Wiers, R. W., & Jansen, A. (2011). Getting a grip on drinking behavior: Training working memory to reduce alcohol abuse. Psychological Science, 22, 968–975.CrossRefPubMed

Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Perrig, W. J. (2008). Improving fluid intelligence with training on working memory. Proceedings of the National Academy of Sciences of the United States of America, 105, 6829–6833.CrossRefPubMedPubMedCentral

Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Shah, P. (2012). Cogmed and working memory training—current challenges and the search for underlying mechanisms. Journal of Applied Research in Memory & Cognition, 1, 211–213.CrossRef

Jausovec, N., & Jausovec, K. (2012). Working memory training: Improving intelligence–changing brain activity. Brain & Cognition, 79, 96–106.CrossRef

Jensen, A. R. (1969). How much can we boost iq and scholastic achievement? Harvard Educational Review, 39, 1–123.CrossRef

Jensen, A. R. (1981). Raising the IQ: the Ramey and Haskins study. Intelligence, 5, 29–40.CrossRef

Kane, M. J., Hambrick, D. Z., & Conway, A. R. A. (2005). Working memory capacity and fluid intelligence are strongly related constructs: Comment on Ackerman, Beier, and Boyle (2005). Psychological Bulletin, 131, 66–71.CrossRefPubMed

Kane, M. J., Hambrick, D. Z., Tuholski, S. W., Wilhelm, O., Payne, T. W., & Engle, R. W. (2004). The generality of working memory capacity: A latent-variable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental Psychology: General, 133, 189–217.CrossRef

Klingberg, T. (2010). Training and plasticity of working memory. Trends in Cognitive Sciences, 14, 317–324.CrossRefPubMed

Klingberg, T., Fernell, E., Olesen, P., Johnson, M., Gustafsson, P., Dahlström, K., Westerberg, H. (2005). Computerized training of working memory in children with ADHD—a randomized, controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 44, 177–186.CrossRef

Klingberg, T., Forssberg, H., & Westerberg, H. (2002). Training of working memory in children with ADHD. Journal of Clinical & Experimental Neuropsychology, 24, 781–791.CrossRef

Kyllonen, P. C., & Christal, R. E. (1990). Reasoning ability is (little more than) working-memory capacity?! Intelligence, 14, 389–433.CrossRef

Li, S.-C., Schmiedek, F., Huxhold, O., Rocke, C., Smith, J., & Lindenberger, U. (2008). Working memory plasticity in old age: Practice gain, transfer, and maintenance. Psychology and Aging, 23, 731–742.CrossRefPubMed

Lindelov, J. K., Dall, J. O., Kristensen, C. D., Aagesen, M. H., Olsen, S. A., Snuggerud, T. R., & Sikorska, A. (2016). Training and transfer effects of n-back training for brain-injured and healthy subjects. Neuropsychological Rehabilitation, 26, 895–909.CrossRefPubMed

Logan, G. D. (1998). What is learned during automatization? II. Obligatory encoding of spatial location. Journal of Experimental Psychology: Human Perception and Performance, 24, 1720–1736.PubMed

McNab, F., Varrone, A., Farde, L., Jucaite, A., Bystritsky, P., Forssberg, H., & Klingberg, T. (2009). Changes in cortical dopamine D1 receptor binding associated with cognitive training. Science, 323, 800–802.CrossRefPubMed

Mehta, M. A., Goodyear, I. M., & Sahakian, B. J. (2004). Methylphenidate improves working memory function and set-shifting AD/HD: Relationships to baseline memory capacity. Journal of Child Psychology & Psychiatry, 45, 293–305.CrossRef

Melby-Lervag, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49, 270–291.CrossRefPubMed

Melby-Lervag, M., Redick, T. S., & Hulme, C. (2016). Working memory training does not improve performance on measures of intelligence or other measures of “far transfer”: Evidence from a meta-analytic review. Perspectives on Psychological Science, 11, 512–534.CrossRefPubMedPubMedCentral

Moody, D. E. (2009). Can intelligence be increased by training on a task of working memory? Intelligence, 37, 327–328.CrossRef

Noack, H., Lovden, M., Schmiedek F., & Lindenberger, U. (2009). Cognitive plasticity in adulthood and old age: Gauging the generality of cognitive intervention effects. Restorative Neurology and Neuroscience, 27, 435–453.PubMed

Noack, H., Lovden, M., & Schmiedek, F. (2014). On the validity and generality of transfer effects in cognitive training research. Psychological Research Psychologische Forschung, 78, 773–789.CrossRefPubMed

Oberauer, K., Schulze, R., Wilhelm, O., & Suss, H.-M. (2005). Working memory and intelligence—their correlation and their relation: Comment on Ackerman, Beier, and Boyle (2005). Psychological Bulletin, 131, 61–65.CrossRefPubMed

Olesen, P. J., Westerberg, H., & Klingberg, T. (2004). Increased prefrontal and parietal activity after training of working memory. Nature Neuroscience, 7, 75–79.CrossRefPubMed

Owen, A. M., Hampshire, A., Grahn, J. A., Stenton, R., Dajani, S., Burns, A. S., Ballard, C. G. (2010). Putting brain training to the test. Nature, 465, 775–778.CrossRefPubMedPubMedCentral

Rainer, G., & Miller, E. K. (2000). Effects of visual experience on the representation of objects in the prefrontal cortex. Neuron, 27, 179–189.

Raven, J. (2000). The Raven’s Progressive Matrices: Change and stability over culture and time. Cognitive Psychology, 41, 1–48.CrossRefPubMed

Redick, T. S., Shipstead, Z., Harrison, T. L., Hicks, K. L., Fried, D. E., Hambrick, D. Z., Engle, R. W. (2013). No evidence of intelligence improvement after working memory training: A randomized, placebo-controlled study. Journal of Experimental Psychology: General, 142, 359–379.CrossRef

Reitan, R. M. (1958). Validity of the Trail Making Test as an indicator of organic brain damage. Perceptual and Motor Skills, 8, 271–276.CrossRef

Rouder, J. N., Morey, R. D., Speckman, P. L., & Province, J. M. (2012). Default Bayes factors for ANOVA designs. Journal of Mathematical Psychology, 56, 356–374.CrossRef

Rouder, J. N., Speckman, P. L., Sun, D., & Morey, R. D. (2009). Bayesian t tests for accepting and rejecting the null hypothesis. Psychonomic Bulletin & Review, 16, 225–237.CrossRef

Salomon, G., & Perkins, D. N. (1989). Rocky roads to transfer: Rethinking mechanism of a neglected phenomenon. Educational Psychologist, 24, 113–142.CrossRef

Seidler, R. D., Bernard, J. A., Buschkuehl, M., Jaeggi, S., Jonides, J., & Humfleet, J. (2010). Cognitive training as an intervention to improve driving ability in the older adult (Tech. Rep. No. M-CASTL 2010-01). Ann Arbor: University of Michigan.

Shiffrin, R. M., & Schneider, W. (1977). Controlled and automatic human information processing. II. Perceptual learning, automatic attending and a general theory. Psychological Review, 84, 127–190.CrossRef

Shinaver, III C. S., Entwistle, P. C., & Soderqvist, S. (2014). Cogmed WM training: Reviewing the reviews. Applied Neuropsychology: Child, 3, 163–172.CrossRef

Shipstead, Z., Hicks, K. L., & Engle, R. W. (2012). Cogmed working memory training: Does the evidence support the claims? Journal of Applied Research in Memory & Cognition, 1, 185–193.CrossRef

Solanto, M. V. (1998). Neuropsychopharmacological mechanisms of stimulant drug action in attention-deficit hyperactivity disorder: A review and integration. Behavioral Brain Research, 94, 127–152.CrossRef

Stephenson, C. L., & Halpern, D. F. (2013). Improved matrix reasoning is limited to training on tasks with a visuospatial component. Intelligence, 41, 341–357.CrossRef

Sternberg, R. J. (2008). Increasing fluid intelligence is possible after all. Proceedings of the National Academy of Sciences of the United States of America, 105, 6791–6792.CrossRefPubMedPubMedCentral

Sugarman, M. A., & Axelrod, B. (2014). Embedded measures of performance validity using verbal fluency tests in a clinical sample. Applied Neuropsychology: Adult, 22, 141–146.CrossRef

Swanson, H. L., Saez, L., & Gerber, M. (2006). Do phonological and executive processes in English learners at risk for reading disabilities in Grade 1 predict performance in Grade 2? Learning Disabilities Research & Practice, 19, 225–238.CrossRef

von Bastian, C. C., & Oberauer, K. (2013). Distinct transfer effects of training different facets of working memory capacity. Journal of Memory & Language, 69, 36–58.CrossRef

von Bastian, C. C., & Oberauer, K. (2014). Effects and mechanisms of working memory training: A review. Psychological Research Psychologische Forschung, 78, 803–820.CrossRef

Wechsler, D. A. (2008). Wechsler Adult Intelligence Scale (4th edn.). San Antonio: Psychological Corporation.

Wechsler, D. A. (2009). Wechsler Memory Scale (4th edn.). San Antonio: Psychological Corporation.

Westerberg, H., & Klingberg, T. (2007). Changes in cortical activity after training of working memory—a single-subject analysis. Physiology & Behavior, 92, 186–192.CrossRef

Wiley, J., Jarosz, A. F., Cushen, P. J., & Colflesh, G. J. H. (2011). New rule use drives the relation between working memory capacity and Raven’s advanced progressive matrices. Journal of Experiment Psychology: Learning, Memory, & Cognition, 37, 256–263.

Xin, Z., Lai, Z.-R., Li, F., & Maes, J. H. R. (2014). Near- and far-transfer effects of working memory updating training in elderly adults. Applied Cognitive Psychology, 28, 403–408.CrossRef

Titel: Effects of Cogmed working memory training on cognitive performance
Auteurs: Joseph L. Etherton
Crystal D. Oberle
Jayson Rhoton
Ashley Ney
Publicatiedatum: 16-04-2018
Uitgeverij: Springer Berlin Heidelberg
Gepubliceerd in: Psychological Research / Uitgave 7/2019
Print ISSN: 0340-0727
Elektronisch ISSN: 1430-2772
DOI: https://doi.org/10.1007/s00426-018-1012-9

Andere artikelen Uitgave 7/2019

First unitary, then divided: the temporal dynamics of dividing attention

Original Article

The unimanual handle-to-hand correspondence effect: evidence for a location coding account

Original Article

Training and transfer effects of interference control training in children and young adults

Original Article

Judgements about double-embedded relative clauses differ between languages

Open Access
Original Article

Chubby hands or little fingers: sex differences in hand representation

Original Article

Is it possible to modify fear memories in humans with extinction training within a single day?

Original Article