Working memory training and interpreting interactions in intelligence interventions
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These crossover interactions artificially produced large effect sizes and are responsible for the significant effect of N-back training and transfer to nonverbal ability.
“These crossover interactions thus artificially produced large effect sizes (Boot, Blakely, & Simons, 2011; Fischer-Baum, 2015; Redick, 2015; Redick & Webster, 2014), and are responsible for the significant effect of N-back training and transfer to nonverbal ability.”
From Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of “Far Transfer” (2016) · cites this paper as Redick, 2015
Such a pattern provides no evidence for a training effect.
“Contrary to the claims made in the original papers, we believe that such a pattern provides no evidence for a training effect (Redick, 2015).”
From Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of “Far Transfer” (2016) · cites this paper as Redick, 2015
In some cases, statistically significant differences were due to post-intervention decreases in control group performance rather than enhancements in the n-back training group.
“Redick [23] pointed out that in some cases, statistically significant differences were due not to post-intervention enhancements in the n-back training group, but rather, to post-intervention decreases in control group performance.”
From Dual N-back working memory training in healthy adults: A randomized comparison to processing speed training. (2016) · cites this paper as [23]
A recent reinterpretation of working memory studies that reported positive effects of working memory training relative to control groups revealed that effects were due to decreases in control group performance, rather than reliable increases in training groups.
“Additionally, a recent reinterpretation of working memory studies that reported positive effects of working memory training relative to control groups revealed that effects were due to decreases in control group performance, rather than reliable increases in training groups [23].”
From Dual N-back working memory training in healthy adults: A randomized comparison to processing speed training. (2016) · cites this paper as [23]
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“In four of the five studies reviewed here (excluding Zinke et al., 2014), the training and control groups had between 7 and 17 subjects for all groups in all studies, which leads to underpowered studies and overestimated effect sizes (Button et al., 2013).”
BackgroundImproving fluid intelligence with training on working memory
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Working Memory Training May Increase Working Memory Capacity but Not Fluid Intelligence
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Do “brain-training” programs work?
Simons, D. J., Boot, W. R., Charness, N., Gathercole, S. E., Chabris, C. F., Hambrick, D. Z., & Stine-Morrow, E. A. L. (2016) · Psychological Science in the Public Interest · doi:10.1177/1529100616661983 · Cited by 1,183 · see citing works
Melby-Lervåg, M., Redick, T. S., & Hulme, C. (2016) · Perspectives on Psychological Science · doi:10.1177/1745691616635612 · Cited by 910 · see citing works
“Further examination of the studies with the largest effect sizes for N-back training transferring to nonverbal ability revealed several shortcomings, which unfortunately are common in the working memory training literature (see Redick, 2015).”
InfluentialSelf-citationA simultaneous examination of two forms of working memory training: Evidence for near transfer only
Minear, M., Brasher, F., Guerrero, C. B., Brasher, M., Moore, A., & Sukeena, J. (2016) · Memory & Cognition · doi:10.3758/s13421-016-0616-9 · Cited by 85 · see citing works
Lawlor-Savage, L., & Goghari, V. M. (2016) · PLOS ONE · doi:10.1371/journal.pone.0151817 · Cited by 74 · see citing works
The Hype Cycle of Working Memory Training
Redick, T. S. (2019) · Current Directions in Psychological Science · doi:10.1177/0963721419848668 · Cited by 69 · see citing works
“Atypical data patterns Significant (p .05) results can occur but be inconsistent with the predicted results if, for example, both the training and control group show a pretest–posttest decrease in IQ scores, but the decrease is significantly larger in the control group (Redick, 2015).”
Self-citationKofler, M. J., Groves, N. B., Chan, E. S. M., Marsh, C. L., Cole, A. M., Gaye, F., Cibrian, E., Tatsuki, M. O., & Singh, L. J. (2024) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2024.1277583 · Cited by 35 · see citing works
“The current study used a fully-crossed 2x2 experimental design (within-subjects effects: Inhibition demands Low/High x Working Memory demands Low/High), with 3 groups (between-subjects effect: Group = ADHD, ADHD+ANX, ANX), and 2 outcomes per task (within-subjects effect: Trial Type = Incongruent,…”
Method
- Authors
- Redick, T. S.
- Affiliations
- Purdue University West Lafayette (US)
- Corresponding author
- Redick, Thomas S.
- ORCID
- Redick, Thomas S.
- Venue
- Intelligence
- Publisher
- Elsevier BV
- Published
- 2015-05
- Volume
- 50
- Pages
- 14-20
- ISSN
- 0160-2896 (ISSN-L)
- OpenAlex
- W2052140431
- Cited by
- 107
- References
- 44
- Citations by year
- 2026: 2 · 2024: 4 · 2023: 2 · 2022: 6 · 2021: 7 · 2020: 45 · 2019: 4 · 2018: 8 · 2017: 13 · 2016: 11 · 2015: 5
- FWCI
- 18.60
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Intelligence (publishedVersion)
- 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 › Developmental and Educational Psychology › Educational and Psychological Assessments
- Keywords
- working memory training, fluid intelligence, far transfer, training effectiveness, cognitive training
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