Impact of working memory training on memory performance in old-old adults.

Buschkuehl, Martin; Jaeggi, Susanne M.; Hutchison, Sara; Perrig-Chiello, Pasqualina; Däpp, Christoph; Müller, Matthias; Breil, Fabio; Hoppeler, Hans; Perrig, Walter J.

doi:10.1037/a0014342

Cited by 259 publications

(288 citation statements)

References 80 publications

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“…Importantly, these training-related benefits usually benefit performance on untrained similar tasks assessing the same ability as the training tasks (near transfer) and oftentimes also to performance on tasks measuring untrained related abilities (far transfer), even though these far transfer have not been reported consistently across the literature (for meta-analyses see Au et al 2015;Karbach and Verhaeghen 2014;Schwaighofer et al 2015). All in all, previous research shows that cognitive plasticity (i.e., the potential modifiability of a person's cognitive abilities) seems to be present across the lifespan, even up to very old age (Buschkuehl et al 2008;Karbach et al 2010;Li et al 2008;Schmiedek et al 2010;Zinke et al 2012). Still, even though many training regimes have yielded significant improvements at the group level, we also know that individual differences in the degree of improvement are often relatively large (Jaeggi et al 2014;Karbach et al 2015;Kliegel and Bürki 2012;Zinke et al 2014).…”

Section: Introductionmentioning

confidence: 99%

Who Benefits the Most? Individual Differences in the Transfer of Executive Control Training Across the Lifespan

2017

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Training studies have shown that cognitive plasticity, that is the potential modifiability of a person's cognitive abilities, is considerable across the lifespan and extends to very old age. Cognitive training can not only result in significant performance improvements on the trained tasks, but also benefit performance on new untrained tasks (transfer). However, even though interventions can be very successful at the group level, individual differences in training gains tend to be large. Why do some individuals benefit more than others? In the present study (N = 168), we investigated transfer of executive control training in children (N = 56, 8-10 years of age), younger adults (N = 56, 18-28 years of age), and older adults (N = 56, 62-77 years of age) in a pretest-trainingposttest design. Results of latent change modeling showed a training-induced reduction of age differences and individual differences across training and transfer tasks in all age groups. Moreover, individuals with lower cognitive abilities at pretest showed larger training and transfer benefits after the training. This effect was significantly higher in the training group compared to an active control group, indicating that it was based on the executive control training and not on non-focal effects (e.g., regression to the mean). These findings reveal a pattern of compensation effects with the largest training-induced improvements in participants who needed them the most.

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Section: Introductionmentioning

confidence: 99%

Who Benefits the Most? Individual Differences in the Transfer of Executive Control Training Across the Lifespan

2017

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“…As intimated, it is now reasonably well accepted that CT improves function of younger adults, even with a TBI (e.g., Buschkuehl et al, 2008;Dahlin, Neely, Larsson, Bäckman, & Nyberg, 2008), and healthy older adults (e.g., Small & Vorgan, 2011). As discussed in a previous paper in this journal, Mohlman et al (2008) did something novel in therapy, even for older adults: the application of cognitive rehabilitation conjointly with CBT modules.…”

Section: The Role Of Cognitive Trainingmentioning

confidence: 98%

“…Mediators/mechanisms of CT include complex learning engagement (Nyberg, et al, 2009). The appropriate dosage of CT has not been determined; many studies with shorter trainings have proven as effective as those with more extensive training periods (see Buschkuehl et al, 2008). Additionally, based on previous studies it is reasonable to speculate further that caregivers who are engaged in the active support of the patient can make a significant difference.…”

Section: "Outward" Extensions Of Ctmentioning

confidence: 99%

Perspectives on the Case of "Judith"

Hyer¹,

Brandon²

2015

PCSP

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Ward and Hogan's (2015) case of "Judith," a client with traumatic brain injury (TBI), highlights the emerging interactive features of effective psychotherapy melding core elements of the art and science of a tried and true psychotherapy practice (non-directive, client-centered therapy) with cognitive training (CT), including executive functioning training. In our commentary we summarize the facts of the case and then view it from four perspectives: the role of additional assessment, psychiatric diagnoses, the role of CT, and the Hyer Model. The latter is our own model that highlights a comprehensive, systematic, holistic, individually tailed approach to the treatment process when both psychological distress and/or dysfunction are combined with cognitive deficit factors. We suggest that the Hyer Model helps to formalize and systematize the approach taken by Ward and Hogan in their case study of Judith.

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“…This type of working memory training has previously been shown to improve working memory and fluid intelligence in adults [27,28], and reading performance in children [18]. The training was introduced to the children and their parents at the University Hospital in a 30-minute one-to-one setting, where installation and implementation of the training was explained and practiced.…”

Section: Training Proceduresmentioning

confidence: 99%

Effects of two different memory training approaches in very preterm-born children

2015

Adv Ped Res

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Background: Little research has been conducted to assess the effect of using memory training with schoolaged children who were born very preterm. This study aimed to determine whether two types of memory training approaches resulted in an improvement of trained functions and/or a generalization of the training effect to non-trained cognitive domains. Methods: Sixty-eight children born very preterm (7-12 years) were randomly allocated to a group undertaking memory strategy training (n=23), working memory training (n=22), or a waiting control group (n=23). Neuropsychological assessment was performed before and immediately after the training or waiting period, and at a six-month follow-up. Results: In both training groups, significant improvement of different memory domains occurred immediately after training (near transfer). Improvement of non-trained arithmetic performance was observed after strategy training (far transfer). At a six-month follow-up assessment, children in both training groups demonstrated better working memory, and their parents rated their memory functions to be better than controls. Performance level before the training was negatively associated with the training gain. Conclusions: These results highlight the importance of cognitive interventions, in particular the teaching of memory strategies, in very preterm-born children at early school age to strengthen cognitive performance and prevent problems at school.

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Impact of working memory training on memory performance in old-old adults.

Cited by 259 publications

References 80 publications

Who Benefits the Most? Individual Differences in the Transfer of Executive Control Training Across the Lifespan

Who Benefits the Most? Individual Differences in the Transfer of Executive Control Training Across the Lifespan

Perspectives on the Case of "Judith"

Effects of two different memory training approaches in very preterm-born children

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