Effects Of Working Memory Training Research Articles

Change in Resting-State Functional Connectivity Following Working Memory Training in Individuals With Repetitive Negative Thinking

BackgroundRepetitive negative thinking (RNT) symptoms, which are characterized by pervasive, uncontrollable negative thoughts, are common in individuals with mood, anxiety, and traumatic stress disorders. Inability to regulate the contents of working memory is a hypothesized etiological factor in RNT, which suggests that training to improve working memory may be beneficial. This study examined the effects of working memory training on resting-state functional connectivity (rsFC) in individuals with elevated RNT and whether such changes would be associated with clinical improvement. MethodsWe conducted a secondary analysis of pre-post resting-state data collected as part of a randomized controlled trial (NCT04912089) of working memory training interventions (n = 42) compared with a waitlist control group (n = 23). We hypothesized that individuals who completed training would show increased rsFC between the 2 key intrinsic connectivity networks—the default mode network (posterior cingulate cortex) and the frontoparietal network (dorsolateral prefrontal cortex). We explored whether the magnitude of rsFC change was associated with change in RNT symptom severity. ResultsrsFC increased between the posterior cingulate cortex and regions including the frontal and parietal cortex in the training group compared with the waitlist group. Increased connectivity between the posterior cingulate cortex and superior frontal cortex was associated with RNT symptom reduction. ConclusionsThese data provide evidence that working memory training can modulate neural circuitry at rest in individuals with RNT. Results are consistent with accounts of working memory training effects on large-scale neurocircuitry changes and suggest that these changes may contribute to clinical promise of this type of intervention on transdiagnostic RNT symptoms.

Does working memory training improve emotion regulation and reduce internalizing symptoms? A pair of three-level meta-analyses

BackgroundEmotional dysfunction is a core feature of many mental disorders. Working memory training (WM-T) is promising to improve emotion regulation and reduce internalizing symptoms (anxiety and depressive symptoms), but the results are mixed. Therefore, we conducted meta-analyses to clarify these mixed results. MethodsWe searched Web of Science, PubMed, ScienceDirect, and EBSCO to identify relevant studies and screened the references. The effect size was calculated using Hedges’ g. Three-level, random-effects models were run using metafor in R. ResultsThe current study included 44 articles, of which 29 were involved with emotion regulation, and 30 were involved with internalizing symptoms. The results showed that WM-T could yield emotional benefits, but the benefits were confined to enhancing explicit emotional regulation capacity and reducing anxiety symptoms. For the meta-analysis regarding the effect of WM-T on emotion regulation, there was no significant moderator. For the meta-analysis regarding the effect of WM-T on internalizing symptoms, the emotional valence of the material and control group were statistically significant moderators. ConclusionWM-T could yield certain emotional effects, but only to improve explicit emotion regulation capacity and reduce anxiety symptoms. In addition, some measures could enhance the effect, such as targeting specific populations, increasing the number of training sessions (≥15) or duration (>450 minutes), using negative material, and using n-back training tasks.

The effect of comprehensive working memory training on executive functions and behavioral symptoms in children with attention deficit-hyperactivity disorder (ADHD).

This study aimed to evaluate the effect of working memory training on executive functions and behavioral symptoms in children with ADHD. Thirty children with ADHD were randomly assigned to active control or Active Memory Intervention (AMIN) group. Executive functions and rating scales were used for assessment in three baseline, post-intervention, and 1-month follow-up sessions. The results show AMIN improves working memory and inhibitory control as well as ameliorates ADHD symptoms at home and school. Working memory training is beneficial and transferable intervention in children with ADHD.

Immediate and Sustained Effects of Neurofeedback and Working Memory Training on Cognitive Functions in Children and Adolescents with ADHD: A Multi-Arm Pragmatic Randomized Controlled Trial

Objective: To evaluate the effects of neurocognitive training methods on targeted cognitive functions in children and adolescent with ADHD. Method: A pragmatic four-arm randomized controlled trial compared two types of neurofeedback (Slow Cortical Potential and Live Z-score) and Working-memory training (WMT) with treatment as usual. N = 202 participants with ADHD aged 9 to 17 years were included. A battery of cognitive function tests was completed pretreatment, posttreatment, and after 6-months. Results: The effects of WMT on spatial and verbal working-memory were superior to neurofeedback and treatment as usual at posttreatment, but only partially sustained at follow-up. No other consistent effects were observed. We found no clear indications that effects were moderated by ADHD presentation, ongoing medication, age, or sex. Conclusion: The sustained effects of neurocognitive training on cognitive functioning in children and adolescents with ADHD may be limited. Future research should focus on more personalized forms of neurocognitive training.

Working Memory Training Effects on White Matter Integrity in Young and Older Adults.

ObjectivesWorking memory is essential for daily life skills like reading comprehension, reasoning, and problem-solving. Healthy aging of the brain goes along with working memory decline that can affect older people’s independence in everyday life. Interventions in the form of cognitive training are a promising tool for delaying age-related working memory decline, yet the underlying structural plasticity of white matter is hardly studied.MethodsWe conducted a longitudinal diffusion tensor imaging study to investigate the effects of an intensive four-week adaptive working memory training on white matter integrity quantified by global and tract-wise mean diffusivity. We compared diffusivity measures of fiber tracts that are associated with working memory of 32 young and 20 older participants that were randomly assigned to a working memory training group or an active control group.ResultsThe behavioral analysis showed an increase in working memory performance after the four-week adaptive working memory training. The neuroanatomical analysis revealed a decrease in mean diffusivity in the working memory training group after the training intervention in the right inferior longitudinal fasciculus for the older adults. There was also a decrease in mean diffusivity in the working memory training group in the right superior longitudinal fasciculus for the older and young participants after the intervention.ConclusionThis study shows that older people can benefit from working memory training by improving their working memory performance that is also reflected in terms of improved white matter integrity in the superior longitudinal fasciculus and the inferior longitudinal fasciculus, where the first is an essential component of the frontoparietal network known to be essential in working memory.

Effects of Computerized Working-Memory Training with EEG-Based Assessment—

Because training appears to affect working memory, early evaluation and training may help to improve working memory capacity. The aim of this study was to develop a computerized platform that employs electroencephalography (EEG) to investigate the effects of working-memory training. The platform included two systems: (i) in the assessment system we designed n-back paradigms and estimated synchronization index between the theta and gamma bands with working memory index (WMI) verification, while (ii) in the improvement system we designed working-memory training tasks based on three categories—a numerical version of a complex-span task, a figure-based version of a task-switching task, and a matrix version of a pattern task. Twenty-eight healthy volunteers were randomly assigned to the passive control and experimental groups. Significant correlations between WMI and level of difficulty were found for the numerical complex-span task and the pattern-integration task which suggested that training can improve working memory performance. Furthermore, the EEG coupling analysis revealed significantly different in the theta-band phase and high-gamma-band power (i.e., 70–90 Hz) at FC1 which could be used to uncover relationships with the working memory. The system estimating the brainwave responses provided a complementary way of quantifying the degree of working memory other than using a psychophysical questionnaire. Furthermore, it could be simply and rapidly modified for implementing different training tasks, with features of flexibility, low cost, and minimal development time.

Working memory training effects across the lifespan: Evidence from human and experimental animal studies

Working memory refers to a cognitive function that provides temporary storage and manipulation of the information necessary for complex cognitive tasks. Due to its central role in general cognition, several studies have investigated the possibility that training on working memory tasks could improve not only working memory function but also increase other cognitive abilities or modulate other behaviors. This possibility is still highly controversial, with prior studies providing contradictory findings. The lack of systematic approaches and methodological shortcomings complicates this debate even more. This review highlights the impact of working memory training at different ages on humans. Finally, it demonstrates several findings about the neural substrate of training in both humans and experimental animals, including non-human primates and rodents.

Cognitive Training Deep Dive: The Impact of Child, Training Behavior and Environmental Factors within a Controlled Trial of Cogmed for Fragile X Syndrome.

Children with fragile X syndrome (FXS) exhibit deficits in a variety of cognitive processes within the executive function domain. As working memory (WM) is known to support a wide range of cognitive, learning and adaptive functions, WM computer-based training programs have the potential to benefit people with FXS and other forms of intellectual and developmental disability (IDD). However, research on the effectiveness of WM training has been mixed. The current study is a follow-up “deep dive” into the data collected during a randomized controlled trial of Cogmed (Stockholm, Sweden) WM training in children with FXS. Analyses characterized the training data, identified training quality metrics, and identified subgroups of participants with similar training patterns. Child, parent, home environment and training quality metrics were explored in relation to the clinical outcomes during the WM training intervention. Baseline cognitive level and training behavior metrics were linked to gains in WM performance-based assessments and also to reductions in inattention and other behaviors related to executive functioning during the intervention. The results also support a recommendation that future cognitive intervention trials with individuals with IDD such as FXS include additional screening of participants to determine not only baseline feasibility, but also capacity for training progress over a short period prior to inclusion and randomization. This practice may also better identify individuals with IDD who are more likely to benefit from cognitive training in clinical and educational settings.

Investigating Effects of Working Memory Training on Foreign Language Development

AbstractThe current 2‐part study investigated the relative contributions of English language training (ELT) and computerized Cogmed working memory training (WMT) to improvements in English‐as‐a‐foreign language (EFL) proficiency and working memory capacity. In Study 1, Japanese undergraduate EFL learners were randomly allocated to 1 of 3 experimental groups (ELT only, WMT only, and both WMT and ELT) and a control group. The dual intervention (WMT + ELT) group, who received 5 weeks of both WMT and ELT, retained the training effects on verbal short‐term memory and working memory at 6 months post‐training. No significant gains were made, however, in a standardized EFL test of vocabulary, grammar, reading, and listening comprehension abilities. Addressing the absence of a measure of more productive skills in Study 1, Study 2 was carried out on a new cohort of Japanese undergraduate EFL learners comprising a WMT group and a control group. No significant far‐transfer effects (on the language‐based measures) were identified. Descriptive and correlational analyses revealed that the higher general oral proficiency scores tended to be associated with larger improvements in a verbal working memory task (involving storage and manipulation of letter sequences) completed during the Cogmed WMT program. These analyses indicate the possibility of more specialized WMT programs translating into more tangible gains in second or foreign language performance. Further insights into the limited far‐transfer effects of WMT could be gleaned by exploring a modular approach to studying working memory.

Are Working Memory Training Effects Paradigm-Specific?

A randomized controlled trial compared complex span and n-back training regimes to investigate the generality of training benefits across materials and paradigms. The memory items and training intensities were equated across programs, providing the first like-with-like comparison of transfer in these two widely used training paradigms. The stimuli in transfer tests of verbal and visuo-spatial n-back and complex span differed from the trained tasks, but were matched across the untrained paradigms. Participants were randomly assigned to one of three training groups: complex span training, n-back training, or no training. Pre- to- post training changes were observed for untrained n-back tasks following n-back training. Following complex span training there was equivocal evidence for improvements on a verbal complex span task, but no evidence for changes on an untrained visuo-spatial complex span activity. Relative to a no intervention group, the evidence supported no change on an untrained verbal complex span task following either n-back or complex span training. Equivocal evidence was found for improvements on visuo-spatial complex span and verbal and visuo-spatial n-back tasks following both training regimes. Evidence for selective transfer (comparing the two active training groups) was only found for an untrained visuo-spatial n-back task following n-back training. There was no evidence for cross-paradigm transfer. Thus transfer is constrained by working memory paradigm and the nature of individual processes executed within complex span tasks. However, within-paradigm transfer can occur when the change is limited to stimulus category, at least for n-back.

Does working memory training enhance intelligence?

Working memory (WM) is a capacity-limited cognitive system that strongly relates to higher-order cognitive abilities including fluid intelligence. It has been suggested that WM training can increase memory capacity, which in turn, improves general intellectual abilities. To evaluate these claims, the present review critically re-assessed nine meta-analysis studies, and revealed that the effect of WM training on fluid intelligence (Gf), executive function, and academic performance is relatively small (averaged Hedges’ adjusted g < .20). Moreover, there were several methodological issues regarding the study design (placebo effect, small sample size), analytical approach (inadequate group comparison, lack of correction for multiple comparisons), and theoretical framework (lack of theoretical account of the training mechanisms) in previous WM training studies. We propose a set of recommendations for future training studies that go beyond training the WM ability per se. This includes theoretically possible methods to enhance intellectual abilities by, for example, learning strategies to effectively encode and recall information into long-term memory.

Formation of abstract task representations: Exploring dosage and mechanisms of working memory training effects

Working memory is strongly involved in human reasoning, abstract thinking and decision making. Past studies have shown that working memory training generalizes to untrained working memory tasks with similar structure (near-transfer effect). Here, we focused on two questions: First, we ask how much training might be required in order to find a reliable near-transfer effect? Second, we ask which choice- mechanism might underlie training benefits? Participants were allocated to one of three groups: working-memory training (combined set-shifting and N-back task), active-control (visual search) and no-contact control. During pre/post testing, all participants completed tests tapping procedural and declarative working memory as well as reasoning. We found improved performance only in the procedural working-memory transfer tasks, a transfer task that shared a similar structure to that of the training task. Intermediate testing throughout the training period suggest that this effect emerged as soon as after 2 training sessions. We applied evidence accumulation modeling to investigate the choice process responsible for this near-transfer effect and found that trained participants, compared with active-controls had quicker retrieval of the action rules, and more efficient classification of the target. We conclude that participants were able to form abstract representations of the task procedure (i.e., stimulus-response rules) that was then ~applied to novel stimuli and responses.

Does working memory training improve dietary self-care in type 2 diabetes mellitus? Results of a double blind randomised controlled trial

AimsControlling food intake despite adequate knowledge remains a struggle for many people with type 2 diabetes. The present study investigated whether working memory training can reduce food intake and improve glycaemic control. It also examined training effects on cognition, food cravings, and dietary self-efficacy and self-care. MethodsIn a double-blind multicentre parallel-group randomised controlled trial, adults with type 2 diabetes mellitus were randomly allocated to receive 25 sessions of either active (n = 45) or control (n = 36) working memory training. Assessments at baseline, post-training and 3-month follow-up measured cognition, food intake (primary outcomes), glycaemic control (HbA1c) and cholesterol (secondary outcomes). Semi-structured interviews assessed participants’ experiences of the training. ResultsIntention-to-treat ANOVAs (N = 81) showed improved non-trained updating ability in active compared to control training from pre-test (active M = 34.37, control M = 32.79) to post-test (active M = 31.35, control M = 33.53) and follow-up (active M = 31.81, control M = 32.65; η2 = 0.05). There were no overall effects of training on other measures of cognition, food intake, HbA1c, cholesterol, food cravings and dietary self-efficacy and self-care. In post-hoc analyses, those high in dietary restraint in the active training group showed a greater reduction in fat intake pre to post-test compared to controls. Interviews revealed issues around acceptability and performance of the training. ConclusionsTransfer of working memory training effects to non-trained behaviour were limited, but do suggest that training may reduce fat intake in those who are already motivated to do so.Trial registration: Current Controlled Trials ISRCTN22806944.

Neural Plastic Effects of Working Memory Training Influenced by Self-perceived Stress in Stroke: A Case Illustration.

This case study examined the effects of auditory working memory (WM) training on neuroplastic changes in stroke survivors and how such effects might be influenced by self-perceived stress. Two participants with a history of stroke participated in the study. One of them had a higher level of self-perceived stress. Both participants underwent a course of auditory WM training and completed baseline and post-training assessments such as self-perceived stress, performance satisfaction questionnaires, behavioral task performance, and functional magnetic resonance imaging. They were trained on a computerized auditory WM task (n-back) 5 days a week for 6 weeks, for a total of 20 h. Participant 1 had high levels of perceived stress, both pre- and post-training, and showed improvement on the satisfaction aspect of functional engagement only. Participant 2 had lower levels of perceived stress and demonstrated improvements on all performance tasks. Neuroimaging results showed evidence of improved neural efficiency on the trained task for participant 2. The results shed light on the need to evaluate psychological influences, e.g., stress, when studying the neuroplastic changes in people with stroke. However, the case design approach and other factors that might have positively influenced outcomes mean that these results must be interpreted with a great deal of caution. Future studies using a larger sample are recommended to verify the findings.

Editorial: Improving Working Memory in Learning and Intellectual Disabilities.

Working memory (WM) has been defined as a system for temporarily retaining and manipulating information while performing a variety of cognitive tasks (Baddeley, 1986). To date, the crucial role of WM in activities of everyday life (including reading, writing, arithmetic, learning, language-processing, orientation, imagination) has been demonstrated in an impressive body of research. Several studies have shown an impairment in WM in individuals with learning disabilities (LD) or intellectual disabilities (ID, e.g., Lanfranchi et al., 2004; LD, Peng and Fuchs, 2016). Given its core role in cognition, the feasibility of training WM has emerged in the literature as a crucial issue, with efforts focusing on analyzing whether and how improving WM might affect cognitive processes associated with WM as well. The results have been contradictory so far, however, with some studies finding WM training effective in producing improvements in the trained task, but few reporting transfer effects to allied cognitive processes, and even fewer identifying any maintenance effects, when investigated (see Melby-Lervag and Hulme, 2013, for example). Starting from this literature, the aim of the research discussed here is to add new evidence on the direct and transfer effects of WM training in individuals with LD or ID. Several key points have emerged concerning WM training in these particular populations, as summarized in the following paragraphs.

Working Memory Training is Associated with Long Term Attainments in Math and Reading.

Training working memory (WM) using computerized programs has been shown to improve functions directly linked to WM such as following instructions and attention. These functions influence academic performance, which leads to the question of whether WM training can transfer to improved academic performance. We followed the academic performance of two age-matched groups during 2 years. As part of the curriculum in grade 4 (age 9–10), all students in one classroom (n = 20) completed Cogmed Working Memory Training (CWMT) whereas children in the other classroom (n = 22) received education as usual. Performance on nationally standardized tests in math and reading was used as outcome measures at baseline and two years later. At baseline both classes were normal/high performing according to national standards. At grade 6, reading had improved to a significantly greater extent for the training group compared to the control group (medium effect size, Cohen’s d = 0.66, p = 0.045). For math performance the same pattern was observed with a medium effect size (Cohen’s d = 0.58) reaching statistical trend levels (p = 0.091). Moreover, the academic attainments were found to correlate with the degree of improvements during training (p < 0.053). This is the first study of long-term (>1 year) effects of WM training on academic performance. We found performance on both reading and math to be positively impacted after completion of CWMT. Since there were no baseline differences between the groups, the results may reflect an influence on learning capacity, with improved WM leading to a boost in students’ capacity to learn. This study is also the first to investigate the effects of CWMT on academic performance in typical or high achieving students. The results suggest that WM training can help optimize the academic potential of high performers.

The effectiveness of working memory training with individuals with intellectual disabilities - a meta-analytic review.

Working memory (WM) training has been increasingly popular in the last years. Previous studies have shown that individuals with intellectual disabilities (ID) have low WM capacity and therefore would benefit by this type of intervention. The aim of this study was to investigate the effect of WM and cognitive training for individuals with ID. The effects reported in previous studies have varied and therefore a meta-analysis of articles in the major databases was conducted. Inclusion criteria included to have a pretest–posttest design with a training group and a control group and to have measures of WM or short-term memory. Ten studies with 28 comparisons were included. The results reveal a significant, but small, overall pretest–posttest effect size (ES) for WM training for individuals with ID compared to controls. A mixed WM approach, including both verbal and visuo-spatial components working mainly on strategies, was the only significant training type with a medium ES. The most commonly reported training type, visuo-spatial WM training, was performed in 60 percent of the included comparisons and had a non-significant ES close to zero. We conclude that even if there is an overall effect of WM training, a mixed WM approach appears to cause this effect. Given the few studies included and the different characteristics of the included studies, interpretations should be done with caution. However, different types of interventions appear to have different effects. Even if the results were promising, more studies are needed to better understand how to design an effective WM intervention for this group and to understand if, and how, these short-term effects remain over time and transfer to everyday activities.

Working Memory Training Effects According to Domain-Specificity: A Meta-Analysis

Working Memory Training Effects According to Domain-Specificity: A Meta-Analysis

Working memory training improves emotional states of healthy individuals.

Working memory (WM) capacity is associated with various emotional aspects, including states of depression and stress, reactions to emotional stimuli, and regulatory behaviors. We have previously investigated the effects of WM training (WMT) on cognitive functions and brain structures. However, the effects of WMT on emotional states and related neural mechanisms among healthy young adults remain unknown. In the present study, we investigated these effects in young adults who underwent WMT or received no intervention for 4 weeks. Before and after the intervention, subjects completed self-report questionnaires related to their emotional states and underwent scanning sessions in which brain activities related to negative emotions were measured. Compared with controls, subjects who underwent WMT showed reduced anger, fatigue, and depression. Furthermore, WMT reduced activity in the left posterior insula during tasks evoking negative emotion, which was related to anger. It also reduced activity in the left frontoparietal area. These findings show that WMT can reduce negative mood and provide new insight into the clinical applications of WMT, at least among subjects with preclinical-level conditions.

Working memory training impacts the mean diffusivity in the dopaminergic system.

Dopaminergic transmission plays a critical role in working memory (WM). Mean diffusivity (MD) is a sensitive and unique neuroimaging tool for detecting microstructural differences particularly in the areas of the dopaminergic system. Despite previous investigation of the effects of WM training (WMT) on dopamine receptor binding potentials, the effects of WMT on MD remain unknown. In this study, we investigated these effects in young adult subjects who either underwent WMT or received no intervention for 4 weeks. Before and after the intervention or no-intervention periods, subjects underwent scanning sessions in diffusion-weighted imaging to measure MD. Compared with no intervention, WMT resulted in an increase in MD in the bilateral caudate, right putamen, left dorsolateral prefrontal cortex (DLPFC), right anterior cingulate cortex (ACC), right substantia nigra, and ventral tegmental area. Furthermore, the increase in performance on WMT tasks was significantly positively correlated with the mean increase in MD in the clusters of the left DLPFC and of the right ACC. These results suggest that WMT caused microstructural changes in the regions of the dopaminergic system in a way that is usually interpreted as a reduction in neural components.