Improved matrix reasoning is limited to training on tasks with a visuospatial component

Stephenson, Clayton L.; Halpern, Diane F.

doi:10.1016/j.intell.2013.05.006

Cited by 82 publications

(76 citation statements)

References 45 publications

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“…Where multiple control groups existed within a study, such as an active and passive control, the active control was chosen, provided that the control intervention did not load on WM or some other process that might itself improve Gf. For example, Stephenson and Halpern (2013) used a spatial span active control task that also tapped WM, and Oelhafen et al (2013) investigated the use of lure trials in n-back and, therefore, considered an adaptive n-back without lures to be an active control. In both cases, the passive control results were selected.…”

Section: Codingmentioning

confidence: 99%

“…To ensure comparability, only dual n-back studies were included in this training curve analysis (N = 20), although two studies were excluded because their session lengths were twice as long as those in most other studies and, thus, their training curves were deemed incomparable (Kundu, Sutterer, Emrich, & Postle, 2013;Thompson et al, 2013). There were not enough single n-back studies to perform a separate analysis: Of the seven single n-back training groups, four had incomplete information (Schwarb, 2012;Stephenson & Halpern, 2013), and one (Heinzel et al, 2014) was excluded due to a different adaptivity algorithm, leaving only two remaining studies, which we did not analyze.…”

Section: Codingmentioning

confidence: 99%

“…If true, the implications for academic, professional, and personal success are considerable (Gottfredson, 1997). Despite many promising studies (e.g., Jaeggi, Buschkuehl, Jonides, & Perrig, 2008;Rudebeck, Bor, Ormond, O'Reilly, & Lee, 2012;Stephenson & Halpern, 2013), the aforementioned quote reflects results from other well-controlled, rigorous attempts at replication that have failed to find transfer Thompson et al, 2013). Thus, the debate continues without consensus.…”

Section: Introductionmentioning

confidence: 99%

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Improving fluid intelligence with training on working memory: a meta-analysis

et al. 2014

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Working memory (WM), the ability to store and manipulate information for short periods of time, is an important predictor of scholastic aptitude and a critical bottleneck underlying higher-order cognitive processes, including controlled attention and reasoning. Recent interventions targeting WM have suggested plasticity of the WM system by demonstrating improvements in both trained and untrained WM tasks. However, evidence on transfer of improved WM into more general cognitive domains such as fluid intelligence (Gf) has been more equivocal. Therefore, we conducted a metaanalysis focusing on one specific training program, n-back. We searched PubMed and Google Scholar for all n-back training studies with Gf outcome measures, a control group, and healthy participants between 18 and 50 years of age. In total, we included 20 studies in our analyses that met our criteria and found a small but significant positive effect of nback training on improving Gf. Several factors that moderate this transfer are identified and discussed. We conclude that short-term cognitive training on the order of weeks can result in beneficial effects in important cognitive functions as measured by laboratory tests.

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Section: Codingmentioning

confidence: 99%

Section: Codingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Improving fluid intelligence with training on working memory: a meta-analysis

et al. 2014

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“…If the training was only increasing underlying working memory, then this visual versus auditory difference should not matter for transfer. The authors found different patterns of results on matrix reasoning subtests, with the visual n-back groups showing improvement, whereas no improvement was seen in auditory n-back (Stephenson & Halpern, 2013). This suggests we need to take a closer look at what the training is actually doing.…”

Section: The Future Direction Of Targeted Cognitive Trainingmentioning

confidence: 99%

Effects of cognitive training on the structure of intelligence

Protzko

2016

Psychon Bull Rev

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Targeted cognitive training, such as n-back or speed of processing training, in the hopes of raising intelligence is of great theoretical and practical importance. The most important theoretical contribution, however, is not about the malleability of intelligence. Instead, I argue the most important and novel theoretical contribution is understanding the causal structure of intelligence. The structure of intelligence, most often taken as a hierarchical factor structure, necessarily prohibits transfer from subfactors back up to intelligence. If this is the true structure, targeted cognitive training interventions will fail to increase intelligence not because intelligence is immutable, but simply because there is no causal connection between, say, working memory and intelligence. Seeing the structure of intelligence for what it is, a causal measurement model, allows us to focus testing on the presence and absence of causal links. If we can increase subfactors without transfer to other facets, we may be confirming the correct causal structure more than testing malleability. Such a blending into experimental psychometrics is a strong theoretical pursuit.

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“…A successful cognition assessment with enhanced tasks can contribute to brain performance, taking various training benefits into account [1]. Apparently, participants who trained the longest, improved the most [2]. The related literature also points out that individuals with different expectations and beliefs can perceive the same objects and events in very different ways.…”

Section: Introductionmentioning

confidence: 99%

Perception and ICTs

Drigas

Diatsigkos

2015

Int. J. Eng. Ped.

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Abstract-Perception as a thought process and as one of the most fundamental cognitive functions is considered as an important scientific field of study and therefore has been discussed intensively. The role of ICTs in brain perception is reviewed here. The importance of ICTs in children with special needs and perception difficulties is explored while the effectiveness of new technology in reading perceptual ability is presented. For the scope of our research, a comprehensive review of the most representative studies of the last decade was conducted with respect to the aforementioned aspects in order to survey the findings.

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Improved matrix reasoning is limited to training on tasks with a visuospatial component

Cited by 82 publications

References 45 publications

Improving fluid intelligence with training on working memory: a meta-analysis

Improving fluid intelligence with training on working memory: a meta-analysis

Effects of cognitive training on the structure of intelligence

Perception and ICTs

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