Working memory training involves learning new skills.

Susan E Gathercole,Joni Holmes,Dennis Norris,Darren L Dunning

doi:10.1016/j.jml.2018.10.003

Abstract

We present a new framework characterizing training-induced changes in WM as the acquisition of novel cognitive routines akin to learning a new skill. Predictions were tested in three studies analyzing the transfer between WM tasks following WM training. Study 1 reports a meta-analysis establishing substantial transfer when trained and untrained tasks shared either a serial recall, complex span or backward span paradigm. Transfer was weaker for serial recall of verbal than visuo-spatial material, suggesting that this paradigm is served by an existing verbal STM system and does not require a new routine. Re-analysis of published WM training data in Study 2 showed that transfer was restricted to tasks sharing properties proposed to require new routines. In a re-analysis of data from four studies, Study 3 demonstrated that transfer was greatest for children with higher fluid cognitive abilities. These findings suggest that development of new routines depends on general cognitive resources and that they can only be applied to other similarly-structured tasks.

Highlights

We present a new framework characterizing training-induced changes in working memory (WM) as the acquisition of novel cognitive routines akin to learning a new skill
The meta-analysis evaluated the features associated with transfer within WM in randomized controlled trials (RCTs) of adaptive WM training with active control training conditions
Transfer was very large for spatial material, and reduced, still significant, for verbal material

Summary

Introduction

We present a new framework characterizing training-induced changes in WM as the acquisition of novel cognitive routines akin to learning a new skill. Transfer is much more likely under conditions where trained and untrained activities share many features (near transfer) than few (far transfer, Barnett & Ceci, 2002; Noack, Lövdén, Schmiedek, & Lindenberger, 2009) Beyond this broad distinction, there is little understanding of the cognitive constraints on transfer (Shipstead, Redick, & Engle, 2010; Simons et al, 2016; Taatgen, 2013). We propose that transfer occurs primarily when training leads to the acquisition of a new complex cognitive skill that can be applied to an untrained activity This learning is conceptualized as the development of cognitive routines that coordinate the execution of the processes necessary to perform an unfamiliar task. There is less scope for transfer within these activities, even if the tasks are very similar

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