Training

Question 1

A good test of training must…

Answer 1

Assess pre- and post-training performance and use a non-intervention/active control group

Question 2

What is near-transfer and far-transfer?

Answer 2

Near-transfer (effects of training extend to similar tasks)

Far-transfer (effects of training extend to different tasks)

Question 3

What did Klingberg et al. (2010) find?

Answer 3

Positive, near-transfer effects of working memory training maintained at follow-up
In children with ADHD

Question 4

What did Melby-Lurvåg and Hulme (2013) find?

Answer 4

Positive, small, short-term, near-transfer effects of working memory training not maintained at follow-up
In typically-developing children

Question 5

What did Owen et al. (2010) find?

Answer 5

Small effects of working memory training. No transfer
In typically-developing adults - may have been no transfer as their brains are less malleable than children’s still developing brains

Question 6

At what age do children benefit most from training, according to Melby-Lurvåg and Hulme (2013)?

Answer 6

Younger children (<10yo) benefit more from training than older children (11-18yo)

Question 7

What did Thorell et al. (2009) find?

Answer 7

Far-transfer effects of working memory training to other executive functioning tasks and tasks assessing other modalities (transfer from visuospatial working memory training to verbal tasks)

Question 8

Why is trainability important? (3)

Answer 8

Training executive function could improve IQ (as they are related). Executive function and IQ predicts academic and workplace performance so training could potentially enhance educational and workplace performance
Training could help mediate cognitive difficulties resulting from developmental disorders or brain damage
Trying to train the brain helps us to understand cognition and explore whether the cognitive capacity is malleable