Do the effects of working memory training depend on baseline ability level?
Open accessAbstract
There is a debate about the ability to improve cognitive abilities such as fluid intelligence through training on tasks of working memory capacity. The question addressed in the research presented here is who benefits the most from training: people with low cognitive ability or people with high cognitive ability? Subjects with high and low working memory capacity completed a 23-session study that included 3 assessment sessions, and 20 sessions of training on 1 of 3 training regiments: complex span training, running span training, or an active-control task. Consistent with other research, the authors found that training on 1 executive function did not transfer to ability on a different cognitive ability. High working memory subjects showed the largest gains on the training tasks themselves relative to the low working memory subjects-a finding that suggests high spans benefit more than low spans from training with executive function tasks. (PsycINFO Database Record
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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 Foster et al., 2017
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Distractor filtering and task load in working memory training in healthy older adults
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Multisensory training based on an APP for enhanced verbal working memory in older adults
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An item response theory approach to the measurement of working memory capacity
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Is working memory training efficient? Effects on IQ and school performance in Brazilian children
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Cognition in interned adolescents : aspects of executive functions and training
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From Memory to Strategy: Exploring Strategy Use During Working Memory Training in Brazilian Children
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- Authors
- Foster, J. L., Harrison, T. L., Hicks, K. L., Draheim, C., Redick, T. S., & Engle, R. W.
- Affiliations
- Western Sydney University (AU)
- Georgia Institute of Technology (US)
- Purdue University West Lafayette (US)
- Venue
- Journal of Experimental Psychology: Learning, Memory, and Cognition
- Published
- 2017-11
- Volume
- 43
- Issue
- 11
- Pages
- 1677-1689
- ISSN
- 0278-7393 (ISSN-L)
- 1939-1285
- OpenAlex
- W2617415924
- Cited by
- 76
- References
- 61
- Citations by year
- 2026: 3 · 2025: 3 · 2024: 8 · 2023: 10 · 2022: 12 · 2021: 8 · 2020: 10 · 2019: 10 · 2018: 11 · 2017: 1
- FWCI
- 11.31
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Journal of Experimental Psychology Learning Memory and Cognition (publishedVersion, other-oa)
- PubMed (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 › Experimental and Cognitive Psychology › Cognitive Functions and Memory
- Keywords
- working memory training, working memory capacity, fluid intelligence, complex span, executive function, transfer of training, individual differences in training response
- MeSH terms
- Adolescent, Adult, Cognition, Humans, Intelligence, Learning, Memory, Short-Term, Neuropsychological Tests, Visual Perception, Young Adult, Executive Function
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