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The WM training group showed increased WM and math performance compared to the control group. Also, there was a trend toward some improvements in vocabulary after WM training, and overall improvements after both trainings were observed in fluid intelligence and reading. Analyses of individual differences in the WM training group indicated increased training performance in relation to emotional stability, conscientiousness, power of endurance, as well as teacher-reported joy of learning and social integration of participants. Thus, the results indicate the potential of WM training to improve WM capacity and mathematical skills and reveal the impact of regulative, motivational, and social factors on cognitive training performance."
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However, finer grained analyses reveal a more complex relationship
between brain training and cognitive performance. Specifically,
individuals who have just begun to brain train start from a low
cognitive baseline compared to individuals who have never engaged in
brain training, whereas those who have trained for a year or more have
higher working-memory and verbal scores compared to those who have just
started, thus suggesting an efficacy for brain training over an
extended
period of time. The advantages in global function, working memory, and
verbal memory after several months of training are plausible and of
clinically relevant scale. However, this relationship is not evident for
reasoning performance or self-report measures of everyday function
(e.g., employment status and problems with attention). These results
accord with the view that although brain training programs can produce
benefits, these might extend to tasks that are operationally similar to
the training regime. Furthermore, the duration of training regime
required for effective enhancement of cognitive performance is longer
than that applied in most previous studies.
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Cognitive training aims to produce a durable transfer to untrained
abilities (i.e., far transfer). However, designing effective programs is
difficult, because far transfer mechanisms are not well understood.
Greenwood and Parasuraman (Neuropsychol 30(6):742–755.
https://doi.org/10.1037/neu0000235,
2016) proposed that the ability to ignore distractions is key in
promoting far transfer. While the authors identified working-memory
training based on the N-back task as an effective way to train
distraction suppression, a recent meta-analysis concluded that this form
of training rarely produces far transfer. Such inconsistency casts
doubt onto the importance of distraction suppression in far transfer and
calls for further examination of the role of this ability in cognitive
training effectiveness. We propose here to conceptualize distraction
suppression in the light of the load theory of attention, which
distinguishes two mechanisms of distractor rejection depending on the
level and type of information load involved: perceptual selection and
cognitive control. From that standpoint, N-back training engages a
single suppression mechanism, namely cognitive control, because it
mainly involves low perceptual load. In the present study, we compared
the efficacy of N-back training in producing far transfer to that of a
new response-competition training paradigm that solicits both
distraction suppression mechanisms. Response-competition training was
the only one to produce far transfer effects relative to an active
control training. These findings provided further support to Greenwood
and Parasuraman’s hypothesis and suggest that both selection perception
and cognitive control need to be engaged during training to increase the
ability to suppress distraction, hence to promote far transfer.(
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Conclusion Improved sustained attention following WM training indicates the far transfer of the training effect to the sustained attention, and confirms the involvement of sustained attention in the central executive part of WM. On the other hand, no change in short-term verbal memory after training indicates that the mechanism of WM training effect is through strengthening the central executive, not through improving the phonological loop of WM. (URL) ==============================
The application of a WM training is a promising tool for both healthy
adults, and in particular for older subjects, as it showed physiological
and behavioral differences in cognitive plasticity across life span and
evidence of benefits in the trained task and near-/far-transfer effects
to other cognitive functions.(URL) ==============================
The large number of behavioral studies testing whether working memory
training improves performance on an untrained task have yielded
inconclusive results. Moreover, some studies have investigated the
possible neural changes during the performance of untrained tasks after
training. Here, we studied the transfer from n-back training to
the Paced Auditory Serial Addition Test (PASAT), two different tasks
that use the central executive system to maintain verbal stimuli.
Participants completed fMRI sessions at baseline, immediately after one
week of training, and at the five-week follow-up. Although behavioral
transfer effects were not obtained, training was associated with
decreased activation in the anterior dorsolateral prefrontal cortex
(DLPFC; BA 9/46) while performing the PASAT that remained stable five
weeks later. Consistent with our hypothesis, the changes in the anterior
DLFPC largely overlapped with the n-back task fMRI activations.
In conclusion, working memory training improves efficiency in brain
areas involved in the trained task that may affect untrained tasks,
specifically in brain areas responsible for the same cognitive
processes.(URL)
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