Specificity effects in training and transfer of speeded responses.

Healy, Alice F.; Wohldmann, Erica L.; Sutton, Evan M.; Bourne, Lyle E.

doi:10.1037/0278-7393.32.3.534

Cited by 72 publications

(91 citation statements)

References 29 publications

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“…However, it has been demonstrated that practice on these tests decreases their novelty and with that the underlying Gf-processes (5) so that the predictive value of the tests for other tasks disappears (17). These findings are compatible with a long history of research on cognitive training in psychological and educational science showing that, although performance on trained tasks can increase dramatically, transfer of this learning to other tasks or domains remains shockingly rare (18)(19)(20)(21).…”

supporting

confidence: 73%

Improving fluid intelligence with training on working memory

Jaeggi

Buschkuehl

Jonides

et al. 2008

Proc. Natl. Acad. Sci. U.S.A.

1,877

107

1,717

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Fluid intelligence (Gf ) refers to the ability to reason and to solve new problems independently of previously acquired knowledge. Gf is critical for a wide variety of cognitive tasks, and it is considered one of the most important factors in learning. Moreover, Gf is closely related to professional and educational success, especially in complex and demanding environments. Although performance on tests of Gf can be improved through direct practice on the tests themselves, there is no evidence that training on any other regimen yields increased Gf in adults. Furthermore, there is a long history of research into cognitive training showing that, although performance on trained tasks can increase dramatically, transfer of this learning to other tasks remains poor. Here, we present evidence for transfer from training on a demanding working memory task to measures of Gf. This transfer results even though the trained task is entirely different from the intelligence test itself. Furthermore, we demonstrate that the extent of gain in intelligence critically depends on the amount of training: the more training, the more improvement in Gf. That is, the training effect is dosage-dependent. Thus, in contrast to many previous studies, we conclude that it is possible to improve Gf without practicing the testing tasks themselves, opening a wide range of applications.cognitive training ͉ transfer ͉ individual differences ͉ executive processes ͉ control processes

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supporting

confidence: 73%

Improving fluid intelligence with training on working memory

Jaeggi

Buschkuehl

Jonides

et al. 2008

Proc. Natl. Acad. Sci. U.S.A.

1,877

107

1,717

View full text Add to dashboard Cite

show abstract

“…In contrast to the supporting evidence for positive effects of training variability, evidence also indicates that learning is highly specific to the training conditions (specificity of training); that is, transfer is most effective when the conditions of transfer closely match the conditions of training. Recent studies have addressed the benefits of specificity in both perceptual and motor components of a task (Healy, Wohldmann, Parker, & Bourne, 2005;Healy, Wohldmann, Sutton, & Bourne, 2006). Healy et al (2006) found that contrary to previous findings on the advantage of training variability, individuals show durability and transfer of performance only when the mental procedures developed during training can be reinstated at testing.…”

Section: U N C O R R E C T E D P Rcontrasting

confidence: 41%

“…Recent studies have addressed the benefits of specificity in both perceptual and motor components of a task (Healy, Wohldmann, Parker, & Bourne, 2005;Healy, Wohldmann, Sutton, & Bourne, 2006). Healy et al (2006) found that contrary to previous findings on the advantage of training variability, individuals show durability and transfer of performance only when the mental procedures developed during training can be reinstated at testing. Thus, the current literature is mixed regarding the benefits of training variability.…”

Section: U N C O R R E C T E D P Rcontrasting

confidence: 41%

“…By definition, training and transfer situations have to share some aspects to allow transfer of acquired skills, but they must be dissimilar to some degree to allow transfer of skills to novel conditions. The balance between similar and dissimilar aspects is central to transfer theories (Healy et al, 2005(Healy et al, , 2006. The Instance-Based Learning Theory predicts that variability of experiences increases the chances of retrieving instances that are different but similar to the experiences obtained during training (Gonzalez, Lerch, & Lebiere, 2003).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Diversity during training enhances detection of novel stimuli

González

Madhavan

2011

Journal of Cognitive Psychology

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This research demonstrates that when individuals are expected to detect novel targets, they will be best prepared when trained with diverse categories. Participants were trained in a simulated luggage screening task, in one of three conditions of diversity: high (participants searched for dangerous objects belonging to five different categories); low (participants searched for targets belonging to one of the five categories); and no training (control condition). After training, all participants were asked to look for the same novel dangerous objects in the bags. Results show that, during training, the low diversity condition resulted in highest hit rates and fastest response times. In contrast, after training, results were reversed: participants that trained in a high diversity condition were most effective at detecting novel targets. Those with no training at all were equally poor at detecting novel targets as those that trained in a low diversity condition.

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“…However, the advantages of training variability appear to be limited to certain conditions, and these conditions are not well understood. For example, in a previous study (Healy, Wohldmann, Sutton, & Bourne, 2006), we found no advantage for variability of practice. Specifically, participants learned to perform a speeded aiming task, which involved finding on the display and moving a mouse cursor from a center start position to target digits that appeared along the circumference of a circular stimulus array (see Figure 1).…”

mentioning

confidence: 78%

Exploring specificity of speeded aiming movements: Examining different measures of transfer

Wohldmann

Healy

2010

Memory & Cognition

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Participants were trained and tested to move a mouse cursor from a start position to targets on a circular display in a perceptual-motor reversal condition, with horizontal, but not vertical, reversals. During training, some participants (experimental) moved to two targets either along a single diagonal axis (D1) or along both axes (D2). For D2, return movements from the targets were in the same direction as instructed movements to unpracticed targets. Others (control) trained on all targets. Testing always involved all targets. At test, movement times (to reach the target after leaving the start position) were shorter on trained than on untrained targets, especially for the D1 condition, documenting training specificity. However, movement times in the experimental conditions to new targets during testing were shorter than those in the control condition during training, documenting transfer of learning, with more transfer for D2 than for D1. Initiation times (to leave the start position after target onset) showed no transfer. The results provide evidence that specificity and transfer are not mutually exclusive and depend on the measure used to assess performance.

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Specificity effects in training and transfer of speeded responses.

Cited by 72 publications

References 29 publications

Improving fluid intelligence with training on working memory

Improving fluid intelligence with training on working memory

Diversity during training enhances detection of novel stimuli

Exploring specificity of speeded aiming movements: Examining different measures of transfer

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