The role of individual differences in cognitive training and transfer

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”

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).”

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”

In the citing paper

“it is not surprising that inter-individual differences in responsiveness to WM training interventions exist82,83”

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.”

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).”

In the citing paper

“Personality differences have also been raised as a factor that affects transfer of training (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).”

In the citing paper

“An important factor that might impact transfer is task reliability, especially test-retest reliability (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).”

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”

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”

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).”

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).”

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).”

In the citing paper

“To our knowledge, the only investigated factor impacting motivation is monetary compensation [14,16].”

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.”

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.”