Training and plasticity of working memory.

By Torkel Klingberg. Trends in Cognitive Sciences, 2010

1,637 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/82754e8e71ead91e29016a02e8dcf99022eb4389

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Citations in the corpus

Working Memory Underpins Cognitive Development, Learning, and Education (2013, neutral): “Working Memory Training A much more controversial approach is to use training regimens to improve working memory, thereby improving performance on the educational learning tasks that require working memory (e.g., Klingberg 2010).”
A Cognitive Model of Psychological Resilience (2016, background): “There is some promising research demonstrating that cognitive control or executive control functions can be trained with cognitive tasks requiring memory updating (Jaeggi, Buschkuehl, Jonides, & Perrig, 2008; Owens, Koster, & Derakshan, 2013), task switching (Karbach & Kray, 2009), or working memory”
Reading Comprehension and Working Memory's Executive Processes: An Intervention Study in Primary School Students (2013, background): “As some authors have claimed (e.g., Duncan, 2010; Jaeggi et al., 2010; Klingberg, 2010; Rueda, Posner, & Rothbart, 2005), it is unsurprising that performing repeatedly complex cognitive tasks that demand the precise, deep, and controlled understanding of increasingly difficult texts yields an improv”
Neuroeducation – A Critical Overview of An Emerging Field (2012, background): “successful performance in a large number of educationally-relevant domains, such as learning arithmetic, reading and language acquisition [47],”
Does working memory training work? The promise and challenges of enhancing cognition by training working memory (2011, background): “Such variability is apparent in the range of cognitive skills examined across studies, and some of the reported transfer findings that have not been replicated (i.e., reading comprehension, Chein & Morrison, 2010).”
The Middle Way: Finding the Balance between Mindfulness and Mind-Wandering (2014, background): “The goal of training studies is often to demonstrate a transfer of improvement beyond the trained task to an unpracticed task measuring the same ability, thereby ruling out explanations based on task-specific learning or strategies (Klingberg, 2010).”
Training working memory: Limits of transfer (2013, background): “Moreover, the bulk of the studies reviewed by Klingberg (2010) showed improvements only on tasks that were closely related to the trained abilities with respect to processing demands.”
Moving toward a neuroplasticity view of bilingualism, executive control, and aging (2014, background): “, 2009) and associated underlying neural changes (e.g., Jones et al., 2006; Kelly & Garavan, 2005; Klingberg, 2010).”
Training attentional control and working memory - Is younger, better? (2012, methodology): “This is a commercially available cognitive training package originally developed by the Klingberg group (Klingberg, 2010; Klingberg, Forssberg, & Westerberg, 2002; Klingberg et al., 2005).”
When are fluid intelligence and working memory isomorphic and when are they not (2013, background): “…the nature of human intelligence, such a finding could also provide researchers with methods for increasing fluid ability (Jaeggi et al., 2010; Klingberg, 2010), which would be especially desirable for the compensation of cognitive deficits in some groups of people, like thementally…”
Learning, attentional control and action video games (2012, background): “In children and older adults where executive skills are somewhat weak, several promising alternatives have emerged, including playing a musical instrument [45] or computer-based brain training [40,46].”
Executive Functions (2012, positive): “EF demands need to be continually incrementally increased or few gains are seen (Bergman Nutley et al. 2011, Holmes et al. 2009, Klingberg et al. 2005).”
Adolescence as a Sensitive Period of Brain Development. (2015, positive): “Studies in which children, adolescents, and adults undergo cognitive training and the effects are compared with active control groups that receive placebo training will be particularly informative in determining whether adolescence represents a sensitive period for WM development [37].”
Mindfulness Training Improves Working Memory Capacity and GRE Performance While Reducing Mind Wandering (2013, background): “Often, the goal of these studies is to demonstrate a transfer of improvement beyond the trained task to an unpracticed task measuring the same ability, thereby ruling out explanations based on task-specific learning or strategies (Klingberg, 2010).”
Distinct transfer effects of training different facets of working memory capacity (2013, background): “Several recent studies indicate that adequate training can lead to an increase in WMC test performanc e and also to transfer to the performanc e in non-trained cognitive tasks (for a review see Klingberg, 2010 ).”