The Experts below are selected from a list of 13188 Experts worldwide ranked by ideXlab platform
Renlai Zhou - One of the best experts on this subject based on the ideXlab platform.
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Working Memory Training Improves Emotion Regulation Ability.
Scientific reports, 2018Co-Authors: Lichao Xiu, Lei Chang, Renlai ZhouAbstract:Emotion regulation deficits are associated with various emotional disorders. Therefore, studies have attempted to improve emotion regulation ability to prevent psychopathological symptoms. Studies have revealed that Working Memory Training-specifically attention control-can promote emotion regulation. In the present study, participants completed a running Memory task in a 20-day Training period. The participants' pre- and post-test data on attention network functions and late positive potential (LPP) were assessed and analyzed. Compared with the control group, the Training group's orientation function improved markedly. In addition, LPP in relation to emotion regulation decreased during the 20-day Training period. These results suggest that Working Memory Training can improve emotion regulation ability, and the orientation function in the attention network may also contribute to this improvement.
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Working Memory Training improves emotion regulation ability: Evidence from HRV.
Physiology & behavior, 2015Co-Authors: Lichao Xiu, Renlai Zhou, Yihan JiangAbstract:Emotion regulation during social situations plays a pivotal role in health and interpersonal functioning. In this study, we propose a Working Memory Training approach to improve emotion regulation ability. This Training promotes an updating function that is a crucial modulated process for emotion regulation. In the present study, the participants in the Training group completed a running Memory task over 20 days of Training. Their Working Memory capability and high-frequency heart rate variability (HF-HRV) data on pretest and posttest were assessed and analyzed. Compared with the control group, the Training group's reaction time in the 2-back Working Memory task was reduced significantly. In addition, the HF-HRV in the emotion regulation condition was increased after the 20-day Training, which indicates that the Working Memory Training effect could transfer to emotion regulation. In other words, Working Memory Training improved emotion regulation ability.
Lichao Xiu - One of the best experts on this subject based on the ideXlab platform.
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Working Memory Training Improves Emotion Regulation Ability.
Scientific reports, 2018Co-Authors: Lichao Xiu, Lei Chang, Renlai ZhouAbstract:Emotion regulation deficits are associated with various emotional disorders. Therefore, studies have attempted to improve emotion regulation ability to prevent psychopathological symptoms. Studies have revealed that Working Memory Training-specifically attention control-can promote emotion regulation. In the present study, participants completed a running Memory task in a 20-day Training period. The participants' pre- and post-test data on attention network functions and late positive potential (LPP) were assessed and analyzed. Compared with the control group, the Training group's orientation function improved markedly. In addition, LPP in relation to emotion regulation decreased during the 20-day Training period. These results suggest that Working Memory Training can improve emotion regulation ability, and the orientation function in the attention network may also contribute to this improvement.
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Working Memory Training improves emotion regulation ability: Evidence from HRV.
Physiology & behavior, 2015Co-Authors: Lichao Xiu, Renlai Zhou, Yihan JiangAbstract:Emotion regulation during social situations plays a pivotal role in health and interpersonal functioning. In this study, we propose a Working Memory Training approach to improve emotion regulation ability. This Training promotes an updating function that is a crucial modulated process for emotion regulation. In the present study, the participants in the Training group completed a running Memory task over 20 days of Training. Their Working Memory capability and high-frequency heart rate variability (HF-HRV) data on pretest and posttest were assessed and analyzed. Compared with the control group, the Training group's reaction time in the 2-back Working Memory task was reduced significantly. In addition, the HF-HRV in the emotion regulation condition was increased after the 20-day Training, which indicates that the Working Memory Training effect could transfer to emotion regulation. In other words, Working Memory Training improved emotion regulation ability.
Thomas S. Redick - One of the best experts on this subject based on the ideXlab platform.
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The Hype Cycle of Working Memory Training
Current directions in psychological science, 2019Co-Authors: Thomas S. RedickAbstract:Seventeen years and hundreds of studies after the first journal article on Working Memory Training was published, evidence for the efficacy of Working Memory Training is still wanting. Numerous stu...
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The role of proactive interference in Working Memory Training and transfer.
Psychological research, 2019Co-Authors: Thomas S. Redick, Elizabeth A. Wiemers, Randall W. EngleAbstract:Recent work on Working Memory Training has produced conflicting results regarding the degree and generality of transfer to other cognitive processes. However, few studies have investigated possible mechanisms underlying transfer. The current study was designed to test the role of proactive interference in Working Memory Training and transfer. Eighty-six young adults participated in a pretest-posttest design, with ten Training sessions in between. In the two Working Memory Training conditions, subjects performed an operation span task, with one condition requiring recall of letters on every trial (operation-letters), whereas the other condition alternated between letters, digits, and words as the to-be-remembered items across trials (operation-mix). These groups were compared to an active-control group (visual-search). Working Memory, verbal fluency, and reading comprehension measures were administered in pretest and posttest sessions. All groups significantly increased their performance over the ten Training sessions. There was evidence of strategy-specific benefits on transfer, such that transfer to Working Memory measures was higher for the operation-letters group on tasks specifically involving letters, and no differential transfer to Working Memory tests without letters, to verbal fluency, or to reading comprehension. The results indicate that proactive interference does not appear to play a causal role in determining transfer from Working Memory Training, and instead a strategy account based on stimulus content provides a more parsimonious explanation for the pattern of Training and transfer.
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The Influence of Individual Differences in Cognitive Ability on Working Memory Training Gains.
Journal of cognitive enhancement : towards the integration of theory and practice, 2018Co-Authors: Elizabeth A. Wiemers, Thomas S. Redick, Alexandra B. MorrisonAbstract:Working Memory Training research has produced mixed results in terms of finding benefits beyond the trained tasks (i.e., transfer). One potential limitation is that the research thus far has failed to isolate the specific combination of factors that makes Working Memory Training work best. Individual differences in cognitive ability at pretest may be an important factor, suggesting possible aptitude-by-treatment interactions. Baseline cognitive ability could be (a) positively related, (b) negatively related, or (c) unrelated to Training task improvements. The relationship between ability and Training gains is important given the idea that larger Training improvements should lead to greater transfer. However, the majority of Training studies tend to be under-powered to examine individual differences. We pooled studies conducted in related labs to increase power while minimizing differences between studies. In the studies that were identified for this project, young adults completed complex span Training and Working Memory and/or fluid intelligence as pretest measures. The combined samples from seven studies resulted in a sample of 192 participants. Analyses focused on the relationship between pretest cognitive ability and Training performance across Training days. There was no evidence that individuals lower in cognitive ability improved more than high-ability subjects on the Training tasks. Instead, we found a positive relationship for both Working Memory and fluid intelligence measured at pretest with the amount of Training improvement. In addition, the association between pretest Working Memory and Working Memory Training performance appears to be domain-general - verbal and visuospatial content do not produce differential relationships.
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Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of "Far Transfer": Evidence From a Meta-Analytic Review.
Perspectives on psychological science : a journal of the Association for Psychological Science, 2016Co-Authors: Monica Melby-lervåg, Thomas S. Redick, Charles HulmeAbstract:It has been claimed that Working Memory Training programs produce diverse beneficial effects. This article presents a meta-analysis of Working Memory Training studies (with a pretest-posttest design and a control group) that have examined transfer to other measures (nonverbal ability, verbal ability, word decoding, reading comprehension, or arithmetic; 87 publications with 145 experimental comparisons). Immediately following Training there were reliable improvements on measures of intermediate transfer (verbal and visuospatial Working Memory). For measures of far transfer (nonverbal ability, verbal ability, word decoding, reading comprehension, arithmetic) there was no convincing evidence of any reliable improvements when Working Memory Training was compared with a treated control condition. Furthermore, mediation analyses indicated that across studies, the degree of improvement on Working Memory measures was not related to the magnitude of far-transfer effects found. Finally, analysis of publication bias shows that there is no evidential value from the studies of Working Memory Training using treated controls. The authors conclude that Working Memory Training programs appear to produce short-term, specific Training effects that do not generalize to measures of “real-world” cognitive skills. These results seriously question the practical and theoretical importance of current computerized Working Memory programs as methods of Training Working Memory skills.
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What's Working in Working Memory Training? An educational perspective.
Educational psychology review, 2015Co-Authors: Thomas S. Redick, Zach Shipstead, Elizabeth A. Wiemers, Monica Melby-lervåg, Charles HulmeAbstract:Working Memory Training programs have generated great interest, with claims that the Training interventions can have profound beneficial effects on children’s academic and intellectual attainment. We describe the criteria by which to evaluate evidence for or against the benefit of Working Memory Training. Despite the promising results of initial research studies, the current review of all of the available evidence of Working Memory Training efficacy is less optimistic. Our conclusion is that Working Memory Training produces limited benefits in terms of specific gains on short-term and Working Memory tasks that are very similar to the Training programs, but no advantage for academic and achievement-based reading and arithmetic outcomes.
Randall W. Engle - One of the best experts on this subject based on the ideXlab platform.
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Cognitive and Working Memory Training - Cognitive Perspectives of Working Memory Training: Current Challenges in Working Memory Training
Cognitive and Working Memory Training, 2019Co-Authors: Kenny L. Hicks, Randall W. EngleAbstract:Working Memory Training is an emergent field aimed at improving general cognitive abilities through targeted brain exercises. The prospect of improving cognitive abilities, such as attention control, comprehension, and reasoning, has piqued the interest of the scientific community and the general public alike. If cognitive abilities like Working Memory capacity can be improved, it is assumed that this improvement will result in benefits to a broad range of real-world abilities associated with Working Memory capacity, including reading comprehension, math performance, and attention control. Thus, the goal of Working Memory Training is to demonstrate broad transfer to tasks that involve the same components of Working Memory that were targeted during Training. Therefore, improvements should be observed on a broad range of tasks that tap the ability being trained. This is measured by observing the difference between pre- and posttest performance on cognitive tasks that subjects have not practiced. The aim of this chapter is to summarize the extant literature on Working Memory Training and then to pose a series of questions to researchers investigating the efficacy of Working Memory Training.
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The role of proactive interference in Working Memory Training and transfer.
Psychological research, 2019Co-Authors: Thomas S. Redick, Elizabeth A. Wiemers, Randall W. EngleAbstract:Recent work on Working Memory Training has produced conflicting results regarding the degree and generality of transfer to other cognitive processes. However, few studies have investigated possible mechanisms underlying transfer. The current study was designed to test the role of proactive interference in Working Memory Training and transfer. Eighty-six young adults participated in a pretest-posttest design, with ten Training sessions in between. In the two Working Memory Training conditions, subjects performed an operation span task, with one condition requiring recall of letters on every trial (operation-letters), whereas the other condition alternated between letters, digits, and words as the to-be-remembered items across trials (operation-mix). These groups were compared to an active-control group (visual-search). Working Memory, verbal fluency, and reading comprehension measures were administered in pretest and posttest sessions. All groups significantly increased their performance over the ten Training sessions. There was evidence of strategy-specific benefits on transfer, such that transfer to Working Memory measures was higher for the operation-letters group on tasks specifically involving letters, and no differential transfer to Working Memory tests without letters, to verbal fluency, or to reading comprehension. The results indicate that proactive interference does not appear to play a causal role in determining transfer from Working Memory Training, and instead a strategy account based on stimulus content provides a more parsimonious explanation for the pattern of Training and transfer.
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cogmed Working Memory Training does the evidence support the claims
Journal of applied research in memory and cognition, 2012Co-Authors: Zach Shipstead, Kenny L. Hicks, Randall W. EngleAbstract:Abstract Cogmed Working Memory Training is sold as a tool for improving cognitive abilities, such as attention and reasoning. At present, this program is marketed to schools as a means of improving underperforming students’ scholastic performance, and is also available at clinical practices as a treatment for ADHD. We review research conducted with Cogmed software and highlight several concerns regarding methodology and replicability of findings. We conclude that the claims made by Cogmed are largely unsubstantiated, and recommend that future research place greater emphasis on developing theoretically motivated accounts of Working Memory Training.
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No evidence of intelligence improvement after Working Memory Training: A randomized, placebo-controlled study.
Journal of experimental psychology. General, 2012Co-Authors: Thomas S. Redick, Kenny L. Hicks, Zach Shipstead, Tyler L. Harrison, David E. Fried, David Z. Hambrick, Michael J. Kane, Randall W. EngleAbstract:Numerous recent studies seem to provide evidence for the general intellectual benefits of Working Memory Training. In reviews of the Training literature, Shipstead, Redick, and Engle (2010, 2012) argued that the field should treat recent results with a critical eye. Many published Working Memory Training studies suffer from design limitations (no-contact control groups, single measures of cognitive constructs), mixed results (transfer of Training gains to some tasks but not others, inconsistent transfer to the same tasks across studies), and lack of theoretical grounding (identifying the mechanisms responsible for observed transfer). The current study compared young adults who received 20 sessions of practice on an adaptive dual n-back program (Working Memory Training group) or an adaptive visual search program (active placebo-control group) with a no-contact control group that received no practice. In addition, all subjects completed pretest, midtest, and posttest sessions comprising multiple measures of fluid intelligence, multitasking, Working Memory capacity, crystallized intelligence, and perceptual speed. Despite improvements on both the dual n-back and visual search tasks with practice, and despite a high level of statistical power, there was no positive transfer to any of the cognitive ability tests. We discuss these results in the context of previous Working Memory Training research and address issues for future Working Memory Training studies.
Charles Hulme - One of the best experts on this subject based on the ideXlab platform.
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Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of "Far Transfer": Evidence From a Meta-Analytic Review.
Perspectives on psychological science : a journal of the Association for Psychological Science, 2016Co-Authors: Monica Melby-lervåg, Thomas S. Redick, Charles HulmeAbstract:It has been claimed that Working Memory Training programs produce diverse beneficial effects. This article presents a meta-analysis of Working Memory Training studies (with a pretest-posttest design and a control group) that have examined transfer to other measures (nonverbal ability, verbal ability, word decoding, reading comprehension, or arithmetic; 87 publications with 145 experimental comparisons). Immediately following Training there were reliable improvements on measures of intermediate transfer (verbal and visuospatial Working Memory). For measures of far transfer (nonverbal ability, verbal ability, word decoding, reading comprehension, arithmetic) there was no convincing evidence of any reliable improvements when Working Memory Training was compared with a treated control condition. Furthermore, mediation analyses indicated that across studies, the degree of improvement on Working Memory measures was not related to the magnitude of far-transfer effects found. Finally, analysis of publication bias shows that there is no evidential value from the studies of Working Memory Training using treated controls. The authors conclude that Working Memory Training programs appear to produce short-term, specific Training effects that do not generalize to measures of “real-world” cognitive skills. These results seriously question the practical and theoretical importance of current computerized Working Memory programs as methods of Training Working Memory skills.
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There is no convincing evidence that Working Memory Training is effective: A reply to Au et al. (2014) and Karbach and Verhaeghen (2014)
Psychonomic bulletin & review, 2015Co-Authors: Monica Melby-lervåg, Charles HulmeAbstract:The possible cognitive benefits of Working Memory Training programs have been the subject of intense interest and controversy. Recently two meta-analyses have claimed that Working Memory Training can be effective in enhancing cognitive skills in adulthood (Au et al. Behavioural Brain Research 228:(1) 107-115, 2014) and stemming cognitive decline in old age (Karbach & Verhaeghen Psychological Science 25:2027-2037, 2014). The current article critically evaluates these claims. We argue that these meta-analyses produce misleading results because of (1) biases in the studies included, (2) a failure to take account of baseline differences when calculating effect sizes, and (3) a failure to emphasize the difference between studies with treated versus untreated control groups. We present new meta-analyses and conclude that there is no convincing evidence that Working Memory Training produces general cognitive benefits.
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What's Working in Working Memory Training? An educational perspective.
Educational psychology review, 2015Co-Authors: Thomas S. Redick, Zach Shipstead, Elizabeth A. Wiemers, Monica Melby-lervåg, Charles HulmeAbstract:Working Memory Training programs have generated great interest, with claims that the Training interventions can have profound beneficial effects on children’s academic and intellectual attainment. We describe the criteria by which to evaluate evidence for or against the benefit of Working Memory Training. Despite the promising results of initial research studies, the current review of all of the available evidence of Working Memory Training efficacy is less optimistic. Our conclusion is that Working Memory Training produces limited benefits in terms of specific gains on short-term and Working Memory tasks that are very similar to the Training programs, but no advantage for academic and achievement-based reading and arithmetic outcomes.
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Is Working Memory Training Effective? A Meta-Analytic Review
Developmental psychology, 2012Co-Authors: Monica Melby-lervåg, Charles HulmeAbstract:It has been suggested that Working Memory Training programs are effective both as treatments for attention-deficit/hyperactivity disorder (ADHD) and other cognitive disorders in children and as a tool to improve cognitive ability and scholastic attainment in typically developing children and adults. However, effects across studies appear to be variable, and a systematic meta-analytic review was undertaken. To be included in the review, studies had to be randomized controlled trials or quasi-experiments without randomization, have a treatment, and have either a treated group or an untreated control group. Twenty-three studies with 30 group comparisons met the criteria for inclusion. The studies included involved clinical samples and samples of typically developing children and adults. Meta-analyses indicated that the programs produced reliable short-term improvements in Working Memory skills. For verbal Working Memory, these near-transfer effects were not sustained at follow-up, whereas for visuospatial Working Memory, limited evidence suggested that such effects might be maintained. More importantly, there was no convincing evidence of the generalization of Working Memory Training to other skills (nonverbal and verbal ability, inhibitory processes in attention, word decoding, and arithmetic). The authors conclude that Memory Training programs appear to produce short-term, specific Training effects that do not generalize. Possible limitations of the review (including age differences in the samples and the variety of different clinical conditions included) are noted. However, current findings cast doubt on both the clinical relevance of Working Memory Training programs and their utility as methods of enhancing cognitive functioning in typically developing children and healthy adults.
