The Influence of Individual Differences in Cognitive Ability on Working Memory Training Gains
Open accessAbstract
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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The relationship between baseline and training-related gains or transfer is inconsistent across studies.
“the relationship between baseline and training-related gains or transfer is inconsistent across studies (Jaeggi et al., 2008; Wiemers et al., 2019; Zhu et al., 2017)”
From The asymmetry of working memory training transfer: A systematic review and meta-analysis (2026) · cites this paper as Wiemers et al., 2019
There is some evidence that individuals with larger working memory pretraining are the ones who benefit more from training.
“There is some evidence that individuals with larger WM pretraining are the ones who benefit more from training (Foster et al., 2017; Redick, 2019; Wiemers, Redick, & Morrison, 2019).”
From Training-induced improvement in working memory tasks results from switching to efficient strategies (2021) · cites this paper as Wiemers, Redick, & Morrison, 2019
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“Thus, the findings of my colleagues and I (Foster et al., 2017; Wiemers et al., 2019) that subjects with high working memory gained more on the training tasks than those with low working memory might be troubling if the goal of training is to help those with working memory impairments.”
Self-citationTraining-induced improvement in working memory tasks results from switching to efficient strategies
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The asymmetry of working memory training transfer: A systematic review and meta-analysis
Fu, J., Zhou, Y., Yuan, M., & Cai, Y. (2026) · Psychonomic Bulletin & Review · doi:10.3758/s13423-026-02994-5
“Although headroom accounts are frequently linked to lower baseline performance in younger samples, the relationship between baseline and training-related gains or transfer is inconsistent across studies (Jaeggi et al., 2008; Wiemers et al., 2019; Zhu et al., 2017).”
- Authors
- Wiemers, E. A., Redick, T. S., & Morrison, A. B.
- Affiliations
- Purdue University West Lafayette (US)
- California State University, Sacramento (US)
- Corresponding author
- Wiemers, Elizabeth A.
- Venue
- Journal of Cognitive Enhancement
- Published
- 2018-11-16
- Volume
- 3
- Issue
- 2
- Pages
- 174-185
- ISSN
- 2509-3290 (ISSN-L)
- 2509-3304
- PMC
- PMC6782049
- OpenAlex
- W2901076355
- Cited by
- 48
- References
- 56
- Citations by year
- 2026: 5 · 2025: 5 · 2024: 3 · 2023: 12 · 2022: 6 · 2021: 9 · 2020: 6 · 2019: 2
- FWCI
- 5.57
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Cognitive Enhancement (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Science Foundation (1632403)
- National Institutes of Health (2R01AA013650-11A1)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Functions and Memory
- Keywords
- working memory training, individual differences, cognitive ability, transfer of training, complex span, fluid intelligence, working memory, domain-general abilities
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