The DOI matches its Crossref record; 96 of the 96 references it cites were found in a registry or an index.
The role of individual differences in cognitive training and transfer
Abstract
Working memory (WM) training has recently become a topic of intense interest and controversy. Although several recent studies have reported near- and far-transfer effects as a result of training WM-related skills, others have failed to show far transfer, suggesting that generalization effects are elusive. Also, many of the earlier intervention attempts have been criticized on methodological grounds. The present study resolves some of the methodological limitations of previous studies and also considers individual differences as potential explanations for the differing transfer effects across studies. We recruited intrinsically motivated participants and assessed their need for cognition (NFC; Cacioppo & Petty Journal of Personality and Social Psychology 42:116-131, 1982) and their implicit theories of intelligence (Dweck, 1999) prior to training. We assessed the efficacy of two WM interventions by comparing participants' improvements on a battery of fluid intelligence tests against those of an active control group. We observed that transfer to a composite measure of fluid reasoning resulted from both WM interventions. In addition, we uncovered factors that contributed to training success, including motivation, need for cognition, preexisting ability, and implicit theories about intelligence.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Of these, 6 comparisons across 4 studies (Jaeggi et al 2014; Lee, 2014; Redick & Wiemers, 2015; Shiran & Breznitz, 2011) show an odd pattern with the control group showing decreases in reading comprehension from pretest-posttest”
From Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of “Far Transfer”: Evidence From a Meta-Analytic Review (2016) · cites this paper as Jaeggi et al 2014
In the citing paper
“Additionally, we found no difference depending on whether studies used dual or single n-back, which corroborates previous findings (Jaeggi et al., 2014;Jaeggi et al., 2010).”
From Improving fluid intelligence with training on working memory: a meta-analysis (2015) · cites this paper as Jaeggi et al., 2014
In the citing paper
“Previous studies comparing the effects of single and dual nback training have shown that both task versions seem to be equally effective in producing generalization and that the transfer effects are fairly similar”
From Working memory training revisited: A multi-level meta-analysis of n-back training studies (2017) · cites this paper as Jaeggi, Buschkuehl, Shah, & Jonides, 2014
In the citing paper
“it is not surprising that inter-individual differences in responsiveness to WM training interventions exist82,83”
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 [83]
In the citing paper
“These games are characterized by a high-intensity immediate reinforcement and this appears to improve task performance, especially within ADHD populations [39,40].”
In the citing paper
“Jaeggi et al. (2014) proposed that one explanation for why some studies find transfer to fluid intelligence and others do not may depend on how intrinsically motivated the participants are and that paying participants may undermine intrinsic motivation.”
From A simultaneous examination of two forms of working memory training: Evidence for near transfer only (2016) · cites this paper as Jaeggi et al. (2014)
In the citing paper
“Jaeggi et al. (2014) found that volunteers self-reported more cognitive failures and described these participants as having Bsome self-perceived deficit that many have influenced their interest in improving their memory and cognitive performance in the first place^ (Jaeggi et al., 2014).”
From A simultaneous examination of two forms of working memory training: Evidence for near transfer only (2016) · cites this paper as Jaeggi et al. (2014)
In the citing paper
“Personality differences have also been raised as a factor that affects transfer of training (Jaeggi et al., 2014).”
From A simultaneous examination of two forms of working memory training: Evidence for near transfer only (2016) · cites this paper as Jaeggi et al., 2014
In the citing paper
“Other research groups have also suggested that the ability to inhibit irrelevant information in working memory may be the locus of n-back training (Jaeggi et al., 2014;Schwarb et al., 2015).”
From A simultaneous examination of two forms of working memory training: Evidence for near transfer only (2016) · cites this paper as Jaeggi et al., 2014
In the citing paper
“An important factor that might impact transfer is task reliability, especially test-retest reliability (Jaeggi et al. 2014).”
From Divergent Research Methods Limit Understanding of Working Memory Training (2020) · cites this paper as Jaeggi et al. 2014
In the citing paper
“Most N-back training studies utilize adaptive training by adjusting the level of task difficulty based on individual performance, and it has been shown that adapting the difficulty level of the task is engaging for the participant (Jaeggi et al. 2014).”
From Divergent Research Methods Limit Understanding of Working Memory Training (2020) · cites this paper as Jaeggi et al. 2014
In the citing paper
“Several studies have demonstrated positive effects of WM training in different age groups (Borella et al., 2010; Söderqvist et al., 2012; Jaeggi et al., 2013) with transfer to trained and untrained domains such as mathematical performance”
From Training on Working Memory and Inhibitory Control in Young Adults (2016) · cites this paper as Jaeggi et al., 2013
In the citing paper
“training procedures targeting specific cognitive abilities (such as WM or IC) allow for more restricted attributions on training-derived transfer effects (Borella et al., 2010; Rueda et al., 2012; Jaeggi et al., 2013) than complex procedures that include multiple cognitive domains”
From Training on Working Memory and Inhibitory Control in Young Adults (2016) · cites this paper as Jaeggi et al., 2013
In the citing paper
“Previous studies reporting positive training effects have normally used single but highly demanding tasks, such as the dual n-back task (Jaeggi et al., 2008, 2010, 2013) and/or participants attained high levels of performance over training, such as n-back levels of over 3 (Jaeggi et al., 2008, 2013).”
From Training on Working Memory and Inhibitory Control in Young Adults (2016) · cites this paper as Jaeggi et al., 2013
In the citing paper
“Previous training studies have been criticized for the suitability of the control conditions, for not considering motivational factors, or for the use of single training tasks (Jaeggi et al., 2013; Redick et al., 2013; Melby-Lervåg et al., 2016).”
From Training on Working Memory and Inhibitory Control in Young Adults (2016) · cites this paper as Jaeggi et al., 2013
In the citing paper
“Thus, and consistent with previous studies, motivation this result highlights the importance of considering individual motivation through training, since it is related to greater improvements that could result in greater transfer effects (Mather and Carstensen, 2005; Jaeggi et al., 2013; Katz et al., 2014).”
From Training on Working Memory and Inhibitory Control in Young Adults (2016) · cites this paper as Jaeggi et al., 2013
In the citing paper
“To our knowledge, the only investigated factor impacting motivation is monetary compensation [14,16].”
From Dual N-back working memory training in healthy adults: A randomized comparison to processing speed training. (2016) · cites this paper as [16]
In the citing paper
“For example, Jaeggi and colleagues [16] conducted an Item Response Theory analysis of the RAPM and concluded that when split into parallel odd and even forms, one form is disproportionately more difficult than the other form, which can distort results by making it appear that one group performed better, or worse, than another group.”
From Dual N-back working memory training in healthy adults: A randomized comparison to processing speed training. (2016) · cites this paper as [16]
In the citing paper
“Specifically, some findings suggest that paying participants to train decreases intrinsic motivation and results in lower effect sizes [14,16]; although lack of remuneration does not guarantee effects.”
From Dual N-back working memory training in healthy adults: A randomized comparison to processing speed training. (2016) · cites this paper as [16]
Citations
Cites
Evaluating the use of exploratory factor analysis in psychological research.
Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999) · Psychological Methods · doi:10.1037/1082-989x.4.3.272 · Cited by 9,587
Deci, E. L., Koestner, R., & Ryan, R. M. (1999) · Psychological Bulletin · doi:10.1037/0033-2909.125.6.627 · Cited by 7,176 · cited 1×
“Our work also highlights intrinsic motivation as an important factor (Burton et al., 2006; Deci et al., 1999).”
BackgroundGrit: perseverance and passion for long-term goals
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.92.6.1087 · Cited by 6,911
(1999) · Cited by 6,308
Cacioppo, J. T., & Petty, R. E. (1982) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.42.1.116 · Cited by 5,359
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.00995.x · Cited by 3,784
Wechsler Adult Intelligence Scale-III
Ryan, J. J., & Lopez, S. J. (2001) · Springer eBooks · doi:10.1007/978-1-4615-1185-4_2 · Cited by 3,680
N-back working memory paradigm: a meta-analysis of normative functional neuroimaging studies.
Owen, A. M., McMillan, K. M., Laird, A. R., & Bullmore, E. (2005) · Human Brain Mapping · doi:10.1002/hbm.20131 · Cited by 3,560
Models of Working Memory: Mechanisms of Active Maintenance and Executive Control
Miyake, A., & Shah, P. (1999) · Cited by 2,404
Self-citation
Research works printed but not linked: 4
- Bennett, G. K., Seashore, H. G., & Wesman, A. G. (1972). Differential Aptitude Test: Space relations. New York: Psychological Corp.
- Cattell, R. B., & Cattell, A. K. S. (1963). Test of “g”: Culture Fair Scale 3. Champaign: Institute for Personality and Ability Testing.
- Ekstrom, R. B., French, J. W., Harmon, H. H., & Derman, D. (1976). ETS Kit of Factor-Referenced Cognitive Tests. Princeton: Educational Testing Service.
- Hossiep, R., Turck, D., & Hasella, M. (1999). Bochumer Matrizentest: BOMAT advanced. Göttingen: Hogrefe.
Cited by
Sorted by citations
Items 201–300 of 434
Brain stimulation, mathematical, and numerical training
Looi, C. Y., & Kadosh, R. C. (2016) · Progress in brain research · doi:10.1016/bs.pbr.2016.04.009 · Cited by 18
Ottersen, J., & Grill, K. M. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01233 · Cited by 16
Jia, L., Shan, J., Xu, G., & Jin, H. (2020) · Journal of Cognitive Psychology · doi:10.1080/20445911.2020.1800019 · Cited by 16
Guo, A., Yang, W., Yang, X., Lin, J., Li, Z., Ren, Y., Yang, J., & Wu, J. (2023) · Brain Sciences · doi:10.3390/brainsci13070992 · Cited by 16
Attitudes and Beliefs Toward Computerized Cognitive Training in the General Population
Goghari, V. M., Krzyzanowski, D. J., Yoon, S. J., Dai, Y., & Toews, D. M. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.00503 · Cited by 18
McLoughlin, S., Tyndall, I. T., Pereira, A., & Mulhern, T. (2020) · Journal of Cognitive Enhancement · doi:10.1007/s41465-020-00187-z · Cited by 18
Appelgren, A., Bengtsson, S., & Söderqvist, S. (2015) · Applied Cognitive Psychology · doi:10.1002/acp.3184 · Cited by 17
Vartanian, O., Replete, V., Saint, S. A., Lam, Q., Forbes, S., Beaudoin, M. E., Brunyé, T. T., Bryant, D. J., Feltman, K. A., Heaton, K. J., et al. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.868001 · Cited by 15
Park, S., Dotan, P. L., & Esposito, A. G. (2022) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2022.2116973 · Cited by 15
One-year cognitive outcomes from a multiple real-world skill learning intervention with older adults
Ferguson, L., Sain, D., Kürüm, E., Strickland-Hughes, C. M., Rebok, G. W., & Wu, R. (2023) · Aging & Mental Health · doi:10.1080/13607863.2023.2197847 · Cited by 15
Urbánek, T., & Marček, V. (2015) · Psychological Research · doi:10.1007/s00426-015-0687-4 · Cited by 18
Li, S. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.853158 · Cited by 15
Game-based cognitive training for the aging brain
Karbach, J. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.01100 · Cited by 17
Cognitive remediation for depression vulnerability: Current challenges and new directions
Zwalmen, Y. V., Hoorelbeke, K., Liebaert, E., de Mévergnies, C. N., & Koster, E. H. W. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.903446 · Cited by 16
Becker, E. S., Vanderhasselt, M., & Vrijsen, J. N. (2015) · Current Opinion in Psychology · doi:10.1016/j.copsyc.2015.02.004 · Cited by 14
Mental rotation training in older adults: The role of practice and strategy.
Meneghetti, C., Carbone, E., Antonino, D. M., Toffalini, E., & Borella, E. (2018) · Psychology and Aging · doi:10.1037/pag0000275 · Cited by 14
Lotfi, S., Ward, R. T., Ayazi, M., Bennett, K. P., Larson, C. L., & Lee, H. (2020) · Cognitive Therapy and Research · doi:10.1007/s10608-020-10164-7 · Cited by 17
Park, A. T., & Mackey, A. P. (2021) · Mind Brain and Education · doi:10.1111/mbe.12304 · Cited by 18
Reverse effect of home-use binaural beats brain stimulation
Klichowski, M., Wicher, A., Kruszwicka, A., & Gołębiewski, R. (2023) · Scientific Reports · doi:10.1038/s41598-023-38313-4 · Cited by 14
Working memory training: from metaphors to models
Morra, S., & Borella, E. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01097 · Cited by 17
Working Memory Training in Adolescents Decreases Laboratory Risk Taking in the Presence of Peers
Rosenbaum, G. M., Botdorf, M., Patrianakos, J. L., Steinberg, L. D., & Chein, J. M. (2017) · Journal of Cognitive Enhancement · doi:10.1007/s41465-017-0045-0 · Cited by 14
Improving innovative decision-making: Training-induced changes in fronto-parietal networks
Crespi, C., Martinez, D. L., Dodich, A., Cappa, S. F., Brusoni, S., Zollo, M., Falini, A., & Canessa, N. (2018) · Brain and Cognition · doi:10.1016/j.bandc.2018.11.004 · Cited by 16
Loosli, S. V., Falquez, R., Unterrainer, J. M., Weiller, C., Rahm, B., & Kaller, C. P. (2015) · International Psychogeriatrics · doi:10.1017/s1041610215001519 · Cited by 14
Marois, A., & Lafond, D. (2022) · Cognition Technology & Work · doi:10.1007/s10111-022-00715-1 · Cited by 16
Stern, P., Kolodny, T., Tsafrir, S., Cohen, G., & Shalev, L. (2023) · Journal of Attention Disorders · doi:10.1177/10870547231155877 · Cited by 15
Training Change Detection Leads to Substantial Task-Specific Improvement
Buschkuehl, M., Jaeggi, S. M., Mueller, S. T., Shah, P., & Jonides, J. J. (2017) · Journal of Cognitive Enhancement · doi:10.1007/s41465-017-0055-y · Cited by 13
Self-citationFew Effects of a 5-Week Adaptive Computerized Cognitive Training Program in Healthy Older Adults
Rabipour, S., Morrison, C., Crompton, J., Petrucelli, M., Germano, M. D. O. G., Popescu, A., & Davidson, P. S. R. (2019) · Journal of Cognitive Enhancement · doi:10.1007/s41465-019-00147-2 · Cited by 13
Rebok, G. W., Tzuang, M., & Parisi, J. M. (2019) · The Journals of Gerontology Series B · doi:10.1093/geronb/gbz107 · Cited by 13
Xuan, B. (2020) · Neural Plasticity · doi:10.1155/2020/1869459 · Cited by 15
No evidence that working memory training alters gray matter structure: A MRI surface -based analysis
Lawlor‐Savage, L., Clark, C. M., & Goghari, V. M. (2018) · Behavioural Brain Research · doi:10.1016/j.bbr.2018.12.008 · Cited by 13
Song, J., Chang, L., & Zhou, R. (2021) · Psychophysiology · doi:10.1111/psyp.13965 · Cited by 12
A Machine Learning Approach to Personalize Computerized Cognitive Training Interventions
Vladisauskas, M., Belloli, L. M. L., Slezak, D. F., & Goldin, A. P. (2022) · Frontiers in Artificial Intelligence · doi:10.3389/frai.2022.788605 · Cited by 11
A Classroom-Embedded Video Game Intervention Improves Executive Functions in Kindergarteners
Nin, V., Delgado, H., Goldin, A. P., Slezak, D. F., Belloli, L. M. L., & Carboni, A. (2023) · Journal of Cognitive Enhancement · doi:10.1007/s41465-023-00262-1 · Cited by 13
Investigating the Role of Individual Differences in Adherence to Cognitive Training
Tullo, D., Feng, Y., Pahor, A., Cote, J. M., Seitz, A. R., & Jaeggi, S. M. (2023) · Journal of Cognition · doi:10.5334/joc.315 · Cited by 11
Self-citationJohansen, T. E. B., Matre, M. E., Løvstad, M., Lund, A. D., Martinsen, A. C. T., Olsen, A., Becker, F., Brunborg, C., Ponsford, J. L., Spikman, J. M., et al. (2024) · Trials · doi:10.1186/s13063-024-08178-7 · Cited by 11
The Relationship between Intelligence and Training Gains Is Moderated by Training Strategy
Lee, H., Boot, W. R., Baniqued, P. L., Voss, M. W., Prakash, R. S., Basak, C., & Kramer, A. F. (2015) · PLoS ONE · doi:10.1371/journal.pone.0123259 · Cited by 11
Wards, Y., Ehrhardt, S. E., Filmer, H. L., Mattingley, J. B., Garner, K., & Dux, P. E. (2023) · Cerebral Cortex · doi:10.1093/cercor/bhad406 · Cited by 11
Zsoldos, I., Trân, E., Fournier, H., Tarpin-Bernard, F., Fruitet, J., Fouillen, M., Bailly, G., Elisei, F., Bouchot, B., Constant, P., et al. (2024) · JMIR Rehabilitation and Assistive Technologies · doi:10.2196/48129 · Cited by 11
Making sense of discrepancies in working memory training experiments: a Monte Carlo simulation
Moreau, D. (2014) · Frontiers in Systems Neuroscience · doi:10.3389/fnsys.2014.00161 · Cited by 12
Zakariás, L., Kelly, H., Salis, C., & Code, C. (2019) · Journal of Speech Language and Hearing Research · doi:10.1044/2018_jslhr-l-18-0057 · Cited by 11
Show me and I’ll remember: association between instructional modality and memory for learning
Michael, B., & Michael, R. (2019) · Journal of International Education in Business · doi:10.1108/jieb-06-2018-0020 · Cited by 11
A Cognitive Model Based on Neuromodulated Plasticity
Huang, J., Ruan, X., Yu, N., Fan, Q., Li, J., & Cai, J. (2016) · Computational Intelligence and Neuroscience · doi:10.1155/2016/4296356 · Cited by 11
Jaquerod, M. E., Mesrobian, S. K., Villa, A. E. P., Bader, M., & Lintas, A. (2020) · Brain Sciences · doi:10.3390/brainsci10010038 · Cited by 11
The COMT Val158Met polymorphism does not modulate the after‐effect of tDCS on working memory
Jongkees, B. J., Loseva, A. A., Yavari, F., Nitsche, M. A., & Colzato, L. S. (2018) · European Journal of Neuroscience · doi:10.1111/ejn.14261 · Cited by 12
Kolskår, K. K., Richard, G., Alnæs, D., Dørum, E. S., Sanders, A., Ulrichsen, K. M., Sánchez, J. M., Ihle‐Hansen, H., Nordvik, J. E., & Westlye, L. T. (2019) · bioRxiv (Cold Spring Harbor Laboratory) · doi:10.1101/603985 · Cited by 11
Testers, L., Alijagic, A., Brand‐Gruwel, S., & Gegenfurtner, A. (2024) · Education Sciences · doi:10.3390/educsci14020117 · Cited by 10
Working memory training does not improve executive functioning or fluid intelligence
Rodas, J. A., & Greene, C. M. (2021) · Quarterly Journal of Experimental Psychology · doi:10.1177/17470218211039502 · Cited by 10
Chaldogeridis, A., & Tsiatsos, Τ. (2022) · Applied Sciences · doi:10.3390/app12199785 · Cited by 11
Yan, S., Shen, S., Lu, Q., Zhong, S., Lv, S., Lai, S., Luo, Y., Ran, H., Duan, M., Song, K., et al. (2023) · Journal of Affective Disorders · doi:10.1016/j.jad.2023.10.067 · Cited by 11
Alesi, M., Rappo, G., & Pepi, A. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01939 · Cited by 12
Using Serious Games to (Re)Train Cognition in Adolescents
Boendermaker, W. J., Peeters, M., Prins, P. J. M., & Wiers, R. W. H. J. (2017) · Springer eBooks · doi:10.1007/978-3-319-51645-5_14 · Cited by 12
Blacker, K. J., Peltier, C., McKinley, R. A., & Biggs, A. T. (2020) · Journal of Cognitive Enhancement · doi:10.1007/s41465-020-00165-5 · Cited by 10
Colom, R. (2014) · Personality and Individual Differences · doi:10.1016/j.paid.2013.12.025 · Cited by 10
Zhang, D., Johnstone, S. J., Li, H., Luo, X., & Sun, L. (2021) · Behaviour Change · doi:10.1017/bec.2021.26 · Cited by 9
The effect of working memory training on situation awareness in a flight simulator
Zhou, Y., Wu, D., Wang, C., Sun, K., Xu, P., Wang, Z., & Xiao, W. (2022) · Cognition Technology & Work · doi:10.1007/s10111-022-00707-1 · Cited by 9
Menu, I., Rezende, G., Stanc, L. L., Borst, G., & Cachia, A. (2022) · Cognitive Development · doi:10.1016/j.cogdev.2022.101231 · Cited by 14
Tsai, N., Au, J., & Jaeggi, S. M. (2016) · Bilingual processing and acquisition · doi:10.1075/bpa.3.04tsa · Cited by 9
Self-citationWorking Memory Training in Children: A Review of Basic Methodological Criteria
Vernucci, S., Juric, L. C., Introzzi, I. M., & Richard’s, M. M. (2019) · Psychological Reports · doi:10.1177/0033294119832978 · Cited by 12
Ciobotaru, D., Jefferies, R., Lispi, L., & Derakshan, N. (2021) · Behaviour Research and Therapy · doi:10.1016/j.brat.2021.103926 · Cited by 9
The prospects of working memory training for improving deductive reasoning
Beatty, E. L., & Vartanian, O. A. (2015) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2015.00056 · Cited by 9
Studer-Luethi, B., & Meier, B. (2020) · Journal of Cognitive Enhancement · doi:10.1007/s41465-020-00202-3 · Cited by 10
Hilbert, S., Schwaighofer, M., Zech, A., Sarubin, N., Arendasy, M. E., & Bühner, M. (2017) · Intelligence · doi:10.1016/j.intell.2017.01.010 · Cited by 9
van der Donk, M. L. A., van Viersen, S., Hiemstra‐Beernink, A., Kalff, A. C., van der Leij, A., & Lindauer, R. (2017) · Applied Cognitive Psychology · doi:10.1002/acp.3327 · Cited by 10
Executive functions in inductive and deductive reasoning
Kazali, E. (2024) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2024.106144 · Cited by 8
The relation between effortful control and executive function training in preschoolers
Dong, P., Li, W., Hu, Q., Wu, T., Jiang, Y., Jin, H. C., Xu, C., Buschkuehl, M., Jaeggi, S. M., & Zhang, Q. (2023) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2023.105778 · Cited by 10
Self-citationOrsolini, M., Melogno, S., Scalisi, T. G., Latini, N., Caira, S., Martini, A., & Federico, F. (2018) · Psicologí a Educativa · doi:10.5093/psed2018a12 · Cited by 8
Pascoe, L., Spencer‐Smith, M. M., Wiley, J. F., Lee, K. J., Roberts, G., Josev, E. K., Nosarti, C., Seal, M. L., Georgiou‐Karistianis, N., Doyle, L. W., et al. (2019) · Journal of Cognitive Enhancement · doi:10.1007/s41465-019-00138-3 · Cited by 8
Akimoto, Y., Nozawa, T., Kanno, A., Kambara, T., Ihara, M., Ogawa, T., Goto, T., Taki, Y., Yokoyama, R., Kotozaki, Y., et al. (2016) · Brain and Behavior · doi:10.1002/brb3.427 · Cited by 8
Elkana, O., Bustanai, N. Y. K., Louzia-Timen, R., Kodesh, E., Franco, M., & Doniger, G. M. (2018) · Personality and Individual Differences · doi:10.1016/j.paid.2018.05.018 · Cited by 8
McKay, E., Richmond, S., Kirk, H., Anderson, V. A., Catroppa, C., & Cornish, K. M. (2019) · BMJ Open · doi:10.1136/bmjopen-2019-032619 · Cited by 8
Strickland-Hughes, C. M., & West, R. L. (2022) · Brain Sciences · doi:10.3390/brainsci12040465 · Cited by 7
Jaeggi, S. M., Weaver, A. N., Carbone, E., Trane, F. E., Smith-Peirce, R. N., Buschkuehl, M., Flückiger, C., Carlson, M., Jonides, J., & Borella, E. (2023) · Aging Brain · doi:10.1016/j.nbas.2023.100083 · Cited by 8
Self-citationNahas, C., Gandit, M., Quillion‐Dupré, L., & Monfort, E. (2023) · Disability and Rehabilitation Assistive Technology · doi:10.1080/17483107.2023.2284879 · Cited by 7
Performance on the antisaccade task predicts dropout from cognitive training
Arbiv, D. C., & Meiran, N. (2015) · Intelligence · doi:10.1016/j.intell.2014.11.009 · Cited by 7
Stavroulaki, V., Giakoumaki, S. G., & Sidiropoulou, K. (2020) · Mechanisms of Ageing and Development · doi:10.1016/j.mad.2020.111415 · Cited by 10
Kirk, H., Raber, A., Richmond, S., & Cornish, K. M. (2020) · Journal of Intellectual & Developmental Disability · doi:10.3109/13668250.2020.1821939 · Cited by 7
Vartanian, O. A., Stokes-Hendriks, T. L., King, K. A., Rice, E. J., & Forbes, S. (2021) · Journal of Cognitive Enhancement · doi:10.1007/s41465-020-00201-4 · Cited by 9
Pietto, M. L., Giovannetti, F., Segretin, M. S., Rueda, R., Kamienkowski, J. E., & Lipina, S. J. (2021) · Journal of Cognitive Enhancement · doi:10.1007/s41465-021-00223-6 · Cited by 8
Intelligence Can Be Used to Make a More Equitable Society but Only When Properly Defined and Applied
Holden, L. R., & Hart, S. A. (2021) · Journal of Intelligence · doi:10.3390/jintelligence9040057 · Cited by 7
Woltering, S., Gu, C., Liu, Z., & Tannock, R. (2019) · Journal of Attention Disorders · doi:10.1177/1087054719879487 · Cited by 9
Michal, A. L., Fansher, M., Sun, X., Zhang, H., & Shah, P. (2022) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780199841332.013.7 · Cited by 7
Self-citationHindman, S., King, R., & Pereira, A. (2025) · Computers & Education · doi:10.1016/j.compedu.2025.105344 · Cited by 6
Situation Awareness Training in E-Learning
Lisitsyna, L. S., Lyamin, A. V., Андреевич, М. И., & Cherepovskaya, E. N. (2015) · Smart innovation, systems and technologies · doi:10.1007/978-3-319-19875-0_25 · Cited by 6
Treinar memória de trabalho promove mudanças em inteligência fluida?
Alves, M. M., & Silva, R. S. (2017) · Temas em Psicologia · doi:10.9788/tp2017.2-19pt · Cited by 8
New Directions in Training Designs
Cochrane, A., & Green, C. S. (2020) · Springer eBooks · doi:10.1007/978-3-030-39292-5_3 · Cited by 6
Baseline capacities and motivation in executive control training of healthy older adults
Maraver, M. J., Gómez‐Ariza, C. J., Borella, E., & Bajo, M. T. (2020) · Aging & Mental Health · doi:10.1080/13607863.2020.1858755 · Cited by 6
Holden, L. R., & Goldstein, B. M. (2024) · Education Sciences · doi:10.3390/educsci14030227 · Cited by 8
Games as Cognitive Recreation: User Perspectives on Brain-Training Apps
Rahman, M. W. U., Foxman, M., & Markowitz, D. M. (2024) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2024.2319918 · Cited by 6
Ralph, K. J., Gibson, B. S., Gondoli, D. M., Sztybel, P., Pauszek, J. R., Miller, R. W., & Litzow, E. (2017) · Journal of Cognitive Enhancement · doi:10.1007/s41465-017-0043-2 · Cited by 6
Pan, D., Daotuan, W. A. N. G., & Li, X. (2018) · Acta Psychologica Sinica · doi:10.3724/sp.j.1041.2018.01105 · Cited by 7
FAST: A Novel, Executive Function-Based Approach to Cognitive Enhancement
Almquist, J. N.-F., Mathan, S. A., Brem, A., Plessow, F., McKanna, J. A., Santarnecchi, E., Pascual‐Leone, Á., Kadosh, R. C., Pavel, M., & Yeung, N. (2019) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2019.00235 · Cited by 8
Borella, E., Carbone, E., & Spironelli, C. (2025) · BMC Geriatrics · doi:10.1186/s12877-025-06507-2 · Cited by 5
Hermes, M., Maier, J., Mittelstädt, J. M., Albers, F., Huelmann, G., & Stelling, D. (2023) · European Journal of Work and Organizational Psychology · doi:10.1080/1359432x.2023.2193692 · Cited by 5
Unicorn, Hare, or Tortoise? Using Machine Learning to Predict Working Memory Training Performance
Feng, Y., Pahor, A., Seitz, A. R., Barbour, D. L., & Jaeggi, S. M. (2023) · Journal of Cognition · doi:10.5334/joc.319 · Cited by 6
Self-citationVafa, S., Thanaraju, A., Chan, J. K., Harris, H. A., Chan, X. W., Todi, K., Arokiaraj, A. S., Chia, Y. C., Jenkins, M. A., & Marzuki, A. A. (2025) · Applied Psychology Health and Well-Being · doi:10.1111/aphw.12651 · Cited by 6
Farvardin, M. T., Afghari, A., & Koosha, M. (2014) · English Language Teaching · doi:10.5539/elt.v7n9p137 · Cited by 5
No evidence for an effect of a working memory training program on white matter microstructure
Lawlor‐Savage, L., Kusi, M., Clark, C. M., & Goghari, V. M. (2021) · Intelligence · doi:10.1016/j.intell.2021.101541 · Cited by 5
Defining far transfer via thematic similarity
Forsyth, B. (2018) · Cogent Psychology · doi:10.1080/23311908.2018.1523348 · Cited by 6
Examining the Impact of Motivation on Working Memory Training in Youth With ADHD.
Sadeghi, M., McAuley, T., & Sandberg, S. (2020) · Europe PMC (PubMed Central) · Cited by 5
Promoting Successful Cognitive Aging Through Observational Drawing: A Feasibility Study
Vodyanyk, M. M., & Jaeggi, S. M. (2025) · Research on Aging · doi:10.1177/01640275251321813 · Cited by 4
Self-citation
Metadata
- Authors
- Jaeggi, S. M., Buschkuehl, M., Shah, P., & Jonides, J.
- Affiliations
- University of California, Irvine (US)
- University of Michigan (US)
- Corresponding author
- Jaeggi, Susanne M.
- Venue
- Memory & Cognition
- Published
- 2013-10-01
- Volume
- 42
- Issue
- 3
- Pages
- 464-480
- ISSN
- 0090-502X (ISSN-L)
- 1532-5946
- OpenAlex
- W2077429714
- Cited by
- 432
- References
- 95
- Citations by year
- 2026: 18 · 2025: 29 · 2024: 19 · 2023: 32 · 2022: 37 · 2021: 30 · 2020: 37 · 2019: 38 · 2018: 40 · 2017: 42 · 2016: 41 · 2015: 42 · 2014: 23 · 2013: 3
- FWCI
- 49.12
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Memory & Cognition (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Functions and Memory
- Keywords
- working memory training, cognitive training, transfer of training, individual differences, need for cognition, implicit theories of intelligence, fluid intelligence, fluid reasoning, motivation, training effectiveness
- MeSH terms
- Adolescent, Adult, Female, Humans, Individuality, Intelligence, Male, Memory, Short-Term, Middle Aged, Thinking, Transfer, Psychology, Young Adult
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
