The Influence of Dual N-back Training on Fluid Intelligence, Working Memory, and Short-Term Memory in Teenagers

Abstract

Background: Susanne Jaeggi developed the Dual N-Back task in 2003 and proved that dual tasks can improve the activation of Prefrontal cortex as the centre of executive functions. However, Gray and Thompson suggested that this effect is not long-lasting. Objectives: Fluid intelligence, working memory, and short-term memory are very important factors in the achievement of educational objectives. Neuropsychological training concentrates on achievements instead of educational intervention. We aimed to evaluate the effectiveness of collective cognitive training in an interventional study because collective components of training have been ignored at schools. We selected dual n-back task because it is a computerized task and the efficiency of the task has been demonstrated in previous studies. Materials and Methods: It was a quasi-experimental study. We performed the study in a middle school in Hamadan in 2014. There were a total of 66 teenage participants who were assigned to one of the two control and experimental groups. All of them completed a series of tests, namely Wechsler’s memory subtest and Raven’s progressive Advanced Matrices (RAPM), in pre-test, and post-tests as well as follow-up. Thirty six participants were trained in twelve sessions of collective training during three months. Results: Our results indicated that fluid intelligence, working memory, and short-term memory in the intervention group improved significantly than the control group even in the follow-up stage (P < 0.01). However, the improvement of cognitive abilities did not have an influence on the general averages. Conclusions: Dual N-back task can improve working memory, short-term memory, and fluid intelligence, but the improvement of aforementioned cognitive skills does not promote educational achievement.