Far-Transfer Effects of Strategy-Based Working Memory Training

Chan, Sharon; Muêller, U.; Masson, Michael E. J.

doi:10.3389/fpsyg.2019.01285

Cited by 10 publications

(5 citation statements)

References 69 publications

(88 reference statements)

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“…Moreover, as these studies demonstrated, working memory training can be embedded relatively easily into existing evidence‐based reading instruction, curricula, and activities, suggesting that the element model may have the potential to provide a cost‐efficient, promising reading intervention framework, especially for struggling readers who show little response even to very intensive evidence‐based reading instruction. Nevertheless, more experimental studies are needed to further evaluate this model, possibly by considering other cognitive skills (e.g., updating, switching, inhibition in executive function) and strategies (e.g., semantic linking) shared between reading and cognitive tasks (Chan, Mueller, & Masson, 2019).…”

Section: Discussionmentioning

confidence: 99%

The Cognitive Element Model of Reading Instruction

Peng¹,

Goodrich²

2020

Reading Research Quarterly

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The science of reading emphasizes explicit skills‐based reading instruction to support students’ reading acquisition. Yet, despite ample evidence of support, some students do not respond to such instruction adequately. To characterize why some students are not responsive to evidence‐based reading instruction and to inform the development of novel instructional approaches for improving responsiveness, cross‐disciplinary perspectives on cognitive and academic development are important. Based on the cognitive–academic bidirectional theory, on cognitive training transfer theory, and on various working memory–reading models, the authors propose a cognitive element model of reading instruction that provides a novel framework for considering how to embed supports for cognitive processes within evidence‐based reading instruction. Specifically, the element model emphasizes building reading fluency and comprehension/knowledge with explicit instruction. Working memory should not be considered a domain‐general construct in working memory training that aims to produce far‐transfer effects on reading outcomes. Instead of looking for far‐transfer effects, we should make outcomes (i.e., reading) near‐transfer tasks such that working memory training should be domain (material) specific, task paradigm specific, and strategy specific and assimilated within existing skill‐based reading activities. The authors review intervention studies with rigorous methodology and show promising effects of this framework. With the element model, the authors provide a foundation for considering how one can use extant knowledge of evidence‐based reading instruction together with knowledge of related skills in other domains (e.g., cognitive psychology) to maximize the efficacy of reading instruction for all students.

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Section: Discussionmentioning

confidence: 99%

The Cognitive Element Model of Reading Instruction

Peng¹,

Goodrich²

2020

Reading Research Quarterly

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“…The auditory tones are the stimuli to induce MMN; thus, there is a limit of the performance of the WM effect with regard to the visual and auditory digits. Previous studies have shown an impact of the stimulation task type training on the WM types (Chan et al, 2019 ; Linares et al, 2019 ). A behavior study showed that enhanced transfer of the auditory discrimination learning is mediated by WM, which reflects that WM updating is related to fine auditory discrimination (Zhang et al, 2016 ).…”

Section: Discussionmentioning

confidence: 95%

Enhancing Working Memory Based on Mismatch Negativity Neurofeedback in Subjective Cognitive Decline Patients: A Preliminary Study

Pei

Yang

Shi

et al. 2020

Front. Aging Neurosci.

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Mismatch negativity (MMN) is suitable for studies of preattentive auditory discriminability and the auditory memory trace. Subjective cognitive decline (SCD) is an ideal target for early therapeutic intervention because SCD occurs at preclinical stages many years before the onset of Alzheimer’s disease (AD). According to a novel lifespan-based model of dementia risk, hearing loss is considered the greatest potentially modifiable risk factor of dementia among nine health and lifestyle factors, and hearing impairment is associated with cognitive decline. Therefore, we propose a neurofeedback training based on MMN, which is an objective index of auditory discriminability, to regulate sensory ability and memory as a non-pharmacological intervention (NPI) in SCD patients. Seventeen subjects meeting the standardized clinical evaluations for SCD received neurofeedback training. The auditory frequency discrimination test, the visual digital N-back (1-, 2-, and 3-back), auditory digital N-back (1-, 2-, and 3-back), and auditory tone N-back (1-, 2-, and 3-back) tasks were used pre- and post-training in all SCD patients. The intervention schedule comprised five 60-min training sessions over 2 weeks. The results indicate that the subjects who received neurofeedback training had successfully improved the amplitude of MMN at the parietal electrode (Pz). A slight decrease in the threshold of auditory frequency discrimination was observed after neurofeedback training. Notably, after neurofeedback training, the working memory (WM) performance was significantly enhanced in the auditory tone 3-back test. Moreover, improvements in the accuracy of all WM tests relative to the baseline were observed, although the changes were not significant. To the best of our knowledge, our preliminary study is the first to investigate the effects of MMN neurofeedback training on WM in SCD patients, and our results suggest that MMN neurofeedback may represent an effective treatment for intervention in SCD patients and the elderly with aging memory decline.

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“…A more comprehensive intervention that includes cognitive training in multiple cognitive domains and/or cognitive training in combination with other lifestyle interventions (e.g., diet, physical activity, and blood pressure management) may have a stronger impact on mortality risk. Single-domain cognitive training and multi-domain training may differ in transfer effects, with the latter potentially contributing more to far transfer effects (generalization of training effects to tasks dissimilar from training tasks) compared to near transfer effects (improvement on tasks very similar to training tasks) more robustly (Barnett & Ceci, 2002; Chan et al, 2019; Wolinsky et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Long-Term Effects of Cognitive Training on All-Cause Mortality in US Older Adults

et al. 2022

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Objectives: Cognitive abilities have been implicated as predictors of mortality in older adults. This study examines the effects of cognitive training on mortality 20 years post-intervention. Methods: Data come from the Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) randomized control trial (N = 2802). Participants were cognitively and physically healthy, community-dwelling adults aged 65 and older. Cox proportional hazard models were used to investigate (1) the association between baseline cognition and mortality risk and (2) the effect of ACTIVE cognitive training (memory, reasoning, and speed of processing) on mortality risk 20 years post-intervention. Results: Higher baseline cognition predicted lower mortality risk 20 years post-intervention. No significant effects of ACTIVE cognitive training in memory, reasoning, or speed of processing on mortality risk were observed. Discussion: More work is needed to identify cognitive training interventions that may lead to lower mortality risks in later adulthood.

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Far-Transfer Effects of Strategy-Based Working Memory Training

Cited by 10 publications

References 69 publications

The Cognitive Element Model of Reading Instruction

The Cognitive Element Model of Reading Instruction

Enhancing Working Memory Based on Mismatch Negativity Neurofeedback in Subjective Cognitive Decline Patients: A Preliminary Study

Long-Term Effects of Cognitive Training on All-Cause Mortality in US Older Adults

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