Transfer of Learning After Updating Training Mediated by the Striatum
Abstract
Process-specific training can improve performance on untrained tasks, but the magnitude of gain is variable and often there is no transfer at all. We demonstrate transfer to a 3-back test of working memory after 5 weeks of training in updating. The transfer effect was based on a joint training-related activity increase for the criterion (letter memory) and transfer tasks in a striatal region that also was recruited pretraining. No transfer was observed to a task that did not engage updating and striatal regions, and age-related striatal changes imposed constraints on transfer. These findings indicate that transfer can occur if the criterion and transfer tasks engage specific overlapping processing components and brain regions.
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Dahlin et al. found that both younger and older adults improved on the practiced working-memory updating task, but transfer to another working-memory task was reliable in younger adults only.
“Both younger and older adults improved on the practiced task. Transfer to another working-memory task requiring continuous updating was reliable in younger adults but not in older adults.”
From Enrichment Effects on Adult Cognitive Development: Can the Functional Capacity of Older Adults Be Preserved and Enhanced? (2008) · cites this paper as Dahlin, Stigsdotter-Neely, Larsson, Ba ¨ckman, and Nyberg, 2008
Dahlin et al. concluded that age differences in plasticity are connected to age-related changes in the striatum.
“Dahlin et al. (2008) conclude that the observed age differences in plasticity are connected to age-related changes in the striatum”
From Enrichment Effects on Adult Cognitive Development: Can the Functional Capacity of Older Adults Be Preserved and Enhanced? (2008) · cites this paper as Dahlin et al., 2008
It is plausible that transfer occurs when training and transfer tasks engage overlapping processes and neural circuits.
“Extending this to the neural level, it is plausible that transfer occurs if the training and transfer tasks engage overlapping processes and neural circuits26,51.”
From Near transfer to an unrelated N-back task mediates the effect of N-back working memory training on matrix reasoning (2022) · cites this paper as [51]
There is no consensus on transfer to inhibitory control measures, with some WM training studies reporting benefits and others not.
“there is no consensus regarding transfer to inhibitory control measures, with some WM training studies reporting training-related benefits59,60,71,72, yet others failing to find evidence of transfer51,73.”
From Near transfer to an unrelated N-back task mediates the effect of N-back working memory training on matrix reasoning (2022) · cites this paper as [51]
Alternate versions of ETS Surface Development, ETS Form Board, and DAT Space Relations were grouped and counterbalanced across participants.
“Alternate versions51 of ETS Surface Development Test, ETS Form Board Test, and DAT Space Relations were grouped (As and Bs together) for administration at pre- and post-test, the order of which was counterbalanced across participants.”
From Near transfer to an unrelated N-back task mediates the effect of N-back working memory training on matrix reasoning (2022) · cites this paper as [51]
The amygdala, thalamus, striatum, and corpus callosum have been implicated in performance on the N-Back previously.
“These regions have been implicated in performance on the N‐Back previously (Dahlin, Neely, Larsson, Bäckman, & Nyberg, 2008; Kubat‐Silman, Dagenbach, & Absher, 2002; Schaefer et al., 2006; Takeuchi et al., 2010; Zou, Hong, Wang, Gao, & Yang, 2011).”
From Brain structure, working memory and response inhibition in childhood leukemia survivors (2017) · cites this paper as Dahlin et al., 2008
Training on updating and switching tasks has been shown to reduce activity in fronto-parietal networks and increase activity in the striatum in adults.
“Training on updating and switching tasks (Dahlin et al., 2008; Karbach and Brieber, 2010) has been shown to reduce activity in fronto-parietal networks and increase activity in the striatum (see also Olesen et al., 2004)”
From Executive control training from middle childhood to adolescence (2014) · cites this paper as Dahlin et al., 2008
Dahlin et al.'s data show transfer to an n-back task after running span training, but the study lacked an active control, potentially overestimating specificity to updating.
“The data they report are consistent with this position, with transfer to an n-back task following training on running span. However, this study lacked an active control condition for comparison with running span training, potentially over-estimating the specificity of any training effects to updating in particular.”
From Working memory training involves learning new skills (2019) · cites this paper as Dahlin et al., 2008
According to Dahlin et al.'s process-specific account, both n-back and running span employ a common updating process that training can enhance, predicting transfer.
“In contrast, according to the process-specific account of Dahlin et al. (2008), both tasks employ a common updating process that can be enhanced by training and will therefore show transfer.”
From Working memory training involves learning new skills (2019) · cites this paper as Dahlin et al., 2008
Process-specific explanations struggle to explain why some shared features and processes are sufficient for transfer while others are not.
“On the other hand, process-specific explanations of transfer as reflecting increases in the efficiency of individual processes within WM (Dahlin et al., 2008; Minear et al., 2016; Sprenger et al., 2013) struggle to explain why some shared task features and processes are sufficient for transfer whereas others are not.”
From Working memory training involves learning new skills (2019) · cites this paper as Dahlin et al., 2008
Transfer occurs mainly when training and transfer tasks activate overlapping brain regions.
“This is consistent with the idea that transfer occurs mainly when training and transfer tasks activate overlapping brain regions [26, 35–37].”
From Nearest transfer effects of working memory training: A comparison of two programs focused on working memory updating (2019) · cites this paper as [26]
Using the running memory paradigm as a training task, studies found no near transfer to WM span tasks, nor far transfer to selective attention, perceptual speed, fluid intelligence, verbal fluency, or other episodic memory measures.
“They found no near transfer to WM span tasks [27], however, nor any far transfer to selective attention [26], perceptual speed, fluid intelligence, verbal fluency, or other episodic memory measures [27].”
From Nearest transfer effects of working memory training: A comparison of two programs focused on working memory updating (2019) · cites this paper as [26]
Using the running memory paradigm as a training task, studies demonstrated nearest transfer effects on other WMU tasks such as the n-back task, and far transfer to episodic memory tasks.
“using the running memory paradigm as a training task, different authors demonstrated nearest transfer effects on other WMU tasks, such as the n-back task [25–28], and far transfer to episodic memory tasks [27].”
From Nearest transfer effects of working memory training: A comparison of two programs focused on working memory updating (2019) · cites this paper as [26]
There is evidence that longer training produces more learning, reflected in more pronounced changes in brain regions involved in working memory, and that training duration affects results, though the appropriate amount is not well established.
“There is evidence that longer training leads to more learning in terms of more pronounced changes in brain regions involved in WM function (Dahlin et al. 2008; Lövdén et al. 2010).”
From Divergent Research Methods Limit Understanding of Working Memory Training (2020) · cites this paper as Dahlin et al. 2008
The potential generalization of training might be enhanced by the use of different tasks recruiting the particular targeted process.
“the potential generalization of the training might be enhanced by the use of different tasks recruiting the particular targeted process.”
From Training on Working Memory and Inhibitory Control in Young Adults (2016) · cites this paper as Dahlin et al., 2008
Dahlin et al. (2008) proposed that updating the contents of working memory is trainable.
“Dahlin et al. (2008), for example, proposed that updating the contents of working memory is trainable.”
From Are Working Memory Training Effects Paradigm-Specific? (2019) · cites this paper as Dahlin et al., 2008
The present findings do not distinguish between the process-based and paradigm-based accounts of limited transfer.
“Note, though, that the present findings do not distinguish between these two alternative accounts, which claim that transfer is limited either by process (Dahlin et al., 2008) and paradigm Gathercole et al. (2019).”
From Are Working Memory Training Effects Paradigm-Specific? (2019) · cites this paper as Dahlin et al., 2008
The lack of cross-paradigm transfer is consistent with theories that explain training gains in terms of working memory processes specific to particular paradigms.
“The lack of cross-paradigm transfer is consistent with theories that explain training gains in terms of working memory processes specific to particular paradigms.”
From Are Working Memory Training Effects Paradigm-Specific? (2019) · cites this paper as Dahlin et al., 2008
Dahlin et al. (2008) found improvements in the untrained task but lacked an active control condition.
“Although Dahlin et al. (2008) did this and found improvements in the untrained task, the study lacked an active control condition.”
From Are Working Memory Training Effects Paradigm-Specific? (2019) · cites this paper as Dahlin et al., 2008
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- Authors
- Dahlin, E., Neely, A. S., Larsson, A., Bäckman, L., & Nyberg, L.
- Affiliations
- Karolinska Institutet (SE)
- Department of Integrative Medical Biology, Umeå University, 90187 Umeå, Sweden.
- Corresponding author
- Dahlin, Erika
- Venue
- Science
- Published
- 2008-06-13
- Volume
- 320
- Issue
- 5882
- Pages
- 1510-1512
- ISSN
- 0036-8075 (ISSN-L)
- 1095-9203
- OpenAlex
- W2067799130
- Semantic Scholar
- b1e96b3c9ba64b7a8ac1395a876f22d181328e47
- Cited by
- 892
- References
- 4
- Citations by year
- 2026: 25 · 2025: 27 · 2024: 30 · 2023: 30 · 2022: 39 · 2021: 52 · 2020: 61 · 2019: 61 · 2018: 53 · 2017: 50 · 2016: 69 · 2015: 59 · 2014: 84 · 2013: 69 · 2012: 61
- FWCI
- 54.44
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Science (publishedVersion)
- PubMed (publishedVersion)
- Max Planck Institute for Plasma Physics (submittedVersion)
- MPG.PuRe (Max Planck Society) (submittedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Functions and Memory
- Keywords
- transfer of learning, working memory updating, striatum, 3-back task, cognitive training
- MeSH terms
- Adult, Aging, Brain Mapping, Corpus Striatum, Humans, Learning, Magnetic Resonance Imaging, Memory, Teaching
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