Short- and long-term benefits of cognitive training

By Susanne M. Jaeggi, Martin Buschkuehl, John Jonides, Priti Shah. Proceedings of the National Academy of Sciences of the United States of America, 2011

753 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/b9e8c15b0d6fd796718e97fdd21808afc84fc651

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Influence of neuroticism and conscientiousness on working memory training outcome (2012, methodology): “To assess far transfer, we calculated transfer using standardized gain scores (i.e., the average standardized gain of both Gf tests, that is, Gf post – Gf pre, divided by the common SD of the pretest; cf. Jaeggi et al., 2011).”
Contemplation in the Classroom: a New Direction for Improving Childhood Education (2015, background): “A great deal of research on efforts to train self-regulation has been conducted (see Diamond and Lee 2011; Duckworth et al. 2011; Jaeggi et al. 2011).”
Adaptive n-back training does not improve fluid intelligence at the construct level: Gains on individual tests suggest that training may enhance visuospatial processing (2013, result): “This result conflicts with previous reports supporting a positive effect of this short-term adaptive cognitive training over fluid intelligence performance (Jaeggi et al., 2008, 2010, 2011, in press; Stephenson & Halpern, 2013).”
Clearing the garden-path: improving sentence processing through cognitive control training (2014, methodology): “Because participants in a training group typically achieve different levels of training performance (cf. Chein & Morrison, 2010; Jaeggi et al., 2011), we investigated whether training gains on the four in-house intervention tasks*computed by subtracting subjects’ first-session performance from…”
Improving Methodological Standards in Behavioral Interventions for Cognitive Enhancement (2019, methodology): “For example, some research groups have used reasonably unaltered standard psychology tasks as training paradigms (Schmiedek et al. 2010; Willis et al. 2006), while others have employed “gamified” versions of such tasks (Baniqued et al. 2015; Jaeggi et al. 2011; Owen et al. 2010).”
Training working memory: Limits of transfer (2013, methodology): “For example, in studies by Jaeggi et al. (2008, 2011), participants trained only on an adaptive version of the n-back task.”
Measuring Risk Literacy: The Berlin Numeracy Test (2012, background): “…preparing for tasks and more deliberatively encode task relevant information (Baron, 1978; 1990; Ericsson & Kintsch, 1995; Hertzog & Robinson, 2005; Jaeggi et al., 2011; McNamara & Scott, 2001; Stern-berg, 1977; Turley-Ames & Whitﬁeld, 2003; Vigneau, Caissie, & Bors, 2005; Jaeggi et al., 2011; see…”
Adolescence as a Sensitive Period of Brain Development. (2015, positive): “For children and young adolescents, gains in n-back type WM training, but not knowledge-based training, transferred to improvements in fluid intelligence [35].”
No evidence of intelligence improvement after working memory training: a randomized, placebo-controlled study. (2013, background): “A recent study with children who trained on an adaptive single n-back task identified the amount of n-back improvement as a critical variable determining whether or not transfer to intelligence was observed (Jaeggi et al., 2011).”