Brain-Training Pessimism, but Applied-Memory Optimism

McCabe, Jennifer A.; Redick, Thomas S.

doi:10.1177/1529100616664716

Cited by 34 publications

(31 citation statements)

References 46 publications

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“…However, computerized cognitive training programs have not yet been evaluated thoroughly, with methodological criticisms raised for much of the prior work in this field [32]. Importantly, the current study overcomes the limitations of many previous studies (including small sample sizes, passive controls, and unrepresentative outcomes) and far exceeds the scope of other remote cognitive training studies in the field of MS.…”

Section: Discussionmentioning

confidence: 94%

Cognitive function in multiple sclerosis improves with telerehabilitation: Results from a randomized controlled trial

et al. 2017

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Cognitive impairment affects more than half of all individuals living with multiple sclerosis (MS). We hypothesized that training at home with an adaptive online cognitive training program would have greater cognitive benefit than ordinary computer games in cognitively-impaired adults with MS. This was a double-blind, randomized, active-placebo-controlled trial. Participants with MS were recruited through Stony Brook Medicine and randomly assigned to either the adaptive cognitive remediation (ACR) program or active control of ordinary computer games for 60 hours over 12 weeks. Training was remotely-supervised and delivered through a study-provided laptop computer. A computer generated, blocked stratification table prepared by statistician provided the randomization schedule and condition was assigned by a study technician. The primary outcome, administered by study psychometrician, was measured by change in a neuropsychological composite measure from baseline to study end. An intent-to-treat analysis was employed and missing primary outcome values were imputed via Markov Chain Monte Carlo method. Participants in the ACR (n = 74) vs. active control (n = 61) training program had significantly greater improvement in the primary outcome of cognitive functioning (mean change in composite z score±SD: 0·25±0·45 vs. 0·09±0·37, p = 0·03, estimated difference = 0·16 with 95% CI: 0·02–0·30), despite greater training time in the active control condition (mean±SD:56·9 ± 34·6 vs. 37·7 ±23 ·8 hours played, p = 0·006). This study provides Class I evidence that adaptive, computer-based cognitive remediation accessed from home can improve cognitive functioning in MS. This telerehabilitation approach allowed for rapid recruitment and high compliance, and can be readily applied to other neurological conditions associated with cognitive dysfunction.Trial Registration: Clinicaltrials.gov NCT02141386

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Section: Discussionmentioning

confidence: 94%

Cognitive function in multiple sclerosis improves with telerehabilitation: Results from a randomized controlled trial

et al. 2017

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“…These results suggest that current WMT paradigms still do not adequately target the SM component and therefore caution against the conclusion that WMT does not facilitate transfer to higher-order cognition (Melby-Lervåg et al 2016;McCabe et al 2016).…”

Section: Far Transfermentioning

confidence: 85%

“…These discrepant findings surrounding far transfer have led to numerous meta-analyses and reviews challenging whether WMT is a viable method for inducing cognitive enhancement (Au et al 2016;Cortese et al 2015;McCabe et al 2016;Melby-Lervåg and Hulme 2013;Melby-Lervåg et al 2016;Peijnenborgh et al 2016;Schwaighofer et al 2015;Shipstead et al 2012;Spencer-Smith and Klingberg 2015). In response to these evaluations, some researchers have suggested that methodological inconsistencies across studies (e.g., varying sample characteristics, training paradigms, gaming elements, control groups, outcome measures) may explain the divergent results or hamper clear interpretations of the literature at the meta-level (Schwaighofer et al 2015;Simons et al 2016).…”

Section: Working Memory Training Backgroundmentioning

confidence: 99%

“…Such mixed results are also apparent on academic outcome measures following Cogmed, with participants showing no improvement on academic achievement and classroom performance measures compared to controls in numerous reports (Bigorra et al 2016;Chacko et al 2014;Dunning et al 2013;Gray et al 2012;Partanen et al 2015;Roberts et al 2016;van der Donk et al 2015; van Dongen-Boomsma et al 2014). Although researchers have proposed other explanations for the lack of far transfer to academic performance following Cogmed (Bergman Nutley and Söderqvist 2017), it is worth noting that studies in which there has been non-significant far transfer to academic achievement are almost exclusively rigorously designed, randomized trials with active control groups.These discrepant findings surrounding far transfer have led to numerous meta-analyses and reviews challenging whether WMT is a viable method for inducing cognitive enhancement (Au et al 2016;Cortese et al 2015;McCabe et al 2016;Melby-Lervåg and Hulme 2013;Melby-Lervåg et al 2016;Peijnenborgh et al 2016;Schwaighofer et al 2015;Shipstead et al 2012;Spencer-Smith and Klingberg 2015). In response to these evaluations, some researchers have suggested that methodological inconsistencies across studies (e.g., varying sample characteristics, training paradigms, gaming elements, control groups, outcome measures) may explain the divergent results or hamper clear interpretations of the literature at the meta-level (Schwaighofer et al 2015;Simons et al 2016).…”

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confidence: 99%

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Targeting the Three Stages of Retrieval from Secondary Memory in a Double-Blinded, Placebo-Controlled, Randomized Working Memory Training Study

et al. 2017

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Working memory (WM) is the ability to temporarily store and retrieve a limited amount of information during complex cognitive activities, especially in the face of distraction. The dual-component model describes WM as including active maintenance in primary memory (PM) and cuedependent search and retrieval from secondary memory (SM). Previously, researchers have found that WM training (WMT) fails to enhance SM capacity, a component that mediates the relationship between WM and fluid reasoning (gF). Thus, a double-blinded, placebo-controlled, randomized trial was conducted to elucidate whether retrieval from SM could be targeted using a two-component WMT regimen versus two control conditions: adaptive one-component WMT targeting solely PM capacity and non-adaptive one-component WMT. Participants were 174 adolescents, aged 10 to 13 years, who were assessed before, after, and 6 months following training. Retrieval from SM was measured using delayed free recall tasks, far transfer to gF was assessed with matrix reasoning and verbal inference tests, and far transfer to academic performance was assessed with reading and math tests. It was predicted that solely two-component WMT would enhance retrieval from SM and result in far transfer. ANCOVAs with pre-test scores as the covariate indicated that two-component participants increased total errors over controls. There were no significant differences between the groups on recall latency, total correct, or gF measures. The non-adaptive one-component group significantly improved on reading, although a drop in the other two groups drove the effect. Additional research is needed to elucidate whether theoretically motivated WMT can positively impact higher-level cognition through SM retrieval mechanisms. Keywords Working memory . Working memory training . Secondary memoryWorking memory (WM) is a multifaceted cognitive ability that allows for the temporary storage and retrieval of a limited amount of goal-relevant information during complex cognitive activities, especially in the face of distraction (Kane and Engle 2002;Unsworth and Engle 2007a). As a construct, WM has taken a core role in modern theories of cognition because it strongly relates to our ability to solve novel complex problems and adapt to new situations in daily life (i.e., fluid reasoning (gF)) (Carpenter et al. 1990;Cattell 1943;de Abreu et al. 2010;Engle et al. 1999;Kane et al. 2005). Furthermore, WM capacity is predictive of a variety of higher-order abilities including performance on verbal and mathematical aptitude tests in children (Cowan et al. 2005;Gathercole and Pickering 2000) and adults (Cowan et al. 2005;Daneman and Carpenter 1980;Turner and Engle 1989). Working Memory Training BackgroundGiven the crucial role WM plays in everyday functioning, there has been increased interest in whether it can be enhanced by computerized WM training (WMT). Often such training paradigms include participants practicing on simple span, complex span, or n-back tasks that adapt in difficulty and therefore push...

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“…Overall, while the present results in support of the null cannot hope to singly resolve the heated debate over the controversial claims of WM training efficacy, they do contribute meaningfully to the rapidly growing corpus of research on the topic. Crucially, by providing additional and incremental evidence against the efficacy of dual n-back training in healthy young adults, subsequent research can intensify the search for alternative interventions that may produce the desired effects in this population (see [97]), or alternative populations or patient groups for which dual n-back training may actually be effective (see [98] for a review, and [57] for a meta-analysis).…”

Section: Discussionmentioning

confidence: 99%

Working memory training in healthy young adults: Support for the null from a randomized comparison to active and passive control groups

2017

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Training of working memory as a method of increasing working memory capacity and fluid intelligence has received much attention in recent years. This burgeoning field remains highly controversial with empirically-backed disagreements at all levels of evidence, including individual studies, systematic reviews, and even meta-analyses. The current study investigated the effect of a randomized six week online working memory intervention on untrained cognitive abilities in a community-recruited sample of healthy young adults, in relation to both a processing speed training active control condition, as well as a no-contact control condition. Results of traditional null hypothesis significance testing, as well as Bayesian factor analyses, revealed support for the null hypothesis across all cognitive tests administered before and after training. Importantly, all three groups were similar at pre-training for a variety of individual variables purported to moderate transfer of training to fluid intelligence, including personality traits, motivation to train, and expectations of cognitive improvement from training. Because these results are consistent with experimental trials of equal or greater methodological rigor, we suggest that future research re-focus on: 1) other promising interventions known to increase memory performance in healthy young adults, and; 2) examining sub-populations or alternative populations in which working memory training may be efficacious.

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Brain-Training Pessimism, but Applied-Memory Optimism

Cited by 34 publications

References 46 publications

Cognitive function in multiple sclerosis improves with telerehabilitation: Results from a randomized controlled trial

Cognitive function in multiple sclerosis improves with telerehabilitation: Results from a randomized controlled trial

Targeting the Three Stages of Retrieval from Secondary Memory in a Double-Blinded, Placebo-Controlled, Randomized Working Memory Training Study

Working memory training in healthy young adults: Support for the null from a randomized comparison to active and passive control groups

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