A dual-process model for cognitive training
Open accessAbstract
A key goal in cognitive training research is understanding whether cognitive training enhances general cognitive capacity or provides only task-specific improvements. Here, we developed a quantitative model for describing the temporal dynamics of these two processes. We analyzed data from 1300 children enrolled in an 8 week working memory training program that included 5 transfer test sessions. Factor analyses suggested two separate processes: an early task-specific improvement, accounting for 44% of the total increase, and a slower capacity improvement. A hidden Markov model was then applied to individual training data, revealing that the task-specific improvement plateaued on the third day of training on average. Thus, training is not only task specific or transferable but a combination of the two. The models provide methods for quantifying and separating these processes, which is crucial for studying the effects of cognitive training and relating these effects to neural correlates.
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The training-dose categories were defined empirically from the distribution of training hours rather than from trajectory-based markers of learning, so the pattern should not be taken as direct evidence regarding fast versus slow learning phases in WM training.
“However, this pattern should not be taken as direct evidence regarding fast versus slow learning phases in WM training (Ericson & Klingberg, 2023; Yamashita et al., 2015), because our training-dose categories were defined empirically from the distribution of training hours rather than from trajectory-based markers of learning.”
From The asymmetry of working memory training transfer: A systematic review and meta-analysis (2026) · cites this paper as Ericson & Klingberg, 2023
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Sorted by citations
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 Ericson and Klingberg (2023) suggest that the transition to a slower learning phase may occur as early as 1.5 h in children, this estimate may not be generalizable to the populations and training protocols included here.”
Influential
- Authors
- Ericson, J., & Klingberg, T.
- Affiliations
- Karolinska Institutet (SE)
- Corresponding author
- Ericson, Julia
- Klingberg, Torkel
- Venue
- npj Science of Learning
- Published
- 2023-05-06
- Volume
- 8
- Issue
- 1
- Pages
- 12-12
- ISSN
- 2056-7936 (ISSN-L)
- PMC
- PMC10164188
- OpenAlex
- W4372357784
- Cited by
- 8
- References
- 52
- Citations by year
- 2025: 3 · 2024: 3 · 2023: 2
- FWCI
- 2.06
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- npj Science of Learning (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Karolinska Institutet
- 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 › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- cognitive training, working memory training, dual-process models, hidden Markov models, training dynamics, children, cognitive enhancement
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