Cognitive Training (eBook)

Tilo Strobach finished his doctoral degree at Humboldt University Berlin. After that he held post-doc positions at this university and at LMU Munich. Currently, Tilo Strobach is full professor for cognitive psychology at the Medical School Hamburg. His research focuses on the analysis of cognitive plasticity as a result of training (e.g., video-game, dual-task, working memory, and task switching training) and cognitive aging. Furthermore, he aims at specifying the cognitive processing architecture in situations that demand executive functions as well as the perception of complex objects.Julia Karbach is a developmental cognitive psychologist holding a PhD in Psychology from Saarland University. She currently serves as full professor at Goethe-University Frankfurt. Her research interests include neurocognitive development and plasticity across the lifespan, psychocardiology, and the prediction of academic achievement from primary to tertiary education. Her work has been published in numerous leading peer-reviewed international journals.

Contents 5
About the Editors 7
Contributors 8
Introduction 11
References 14
Part I: Basic Concepts and Methodology 16
Methods and Designs 17
Introduction 17
Statistical Conclusion Validity 18
Internal Validity 18
Construct Validity 20
External Validity 21
Data Analysis 22
Summary and Outlook 24
References 25
Theoretical Models of Training and Transfer Effects 27
Introduction 27
The PRIMs Theory 29
PRIMs Current Scope 32
Reuse of Skills in Text Editing 32
Training Skills in Brain Training 32
Diminishing Return in Expertise 34
Stages or Phases in Development 35
Conclusions 36
References 36
Part II: Plasticity in Different Age Groups 38
Childhood and Adolescence 39
Introduction: Promoting Cognitive Skills During Development 39
Plasticity During Development 40
Training of Diverse Cognitive Skills in Childhood and Adolescence 41
Working Memory 42
Executive Attention and Inhibitory Control 43
Cognitive Flexibility 43
Multi-domain Training 44
Non-computerized Training Programs 45
Implications of Training for the School and Clinic 46
Education 46
Prevention and Intervention 46
Conclusions and Future Research 47
References 48
Adult Lifespan 51
Introduction 51
Benefits of Cognitive Training Interventions 52
Evidence for Training Effects 52
Evidence for Transfer Effects 53
Evidence for Maintenance Effects 54
Evidence for Effects on Brain Structure and Function 55
What to Consider When Developing Future Training Interventions 56
Methodological Issues 56
Inter- and Intraindividual Differences 57
Capturing Daily Life in Training and Transfer 58
References 59
Part III: Plasticity of Different Cognitive Domains 62
Working Memory 63
Introduction: Definition, Models, and the Significance of Working Memory 63
The Rationale Behind Working Memory Training 64
Selected Training Regimes 65
Training and Transfer Effects 66
Current Discussion 69
Conclusion 70
References 71
Episodic Memory 73
Introduction 73
Episodic Memory: Definition and Processes 74
Two-Component Framework of Episodic Memory 74
The Concept of Plasticity 75
Plasticity in Episodic Memory 75
Boosting Memory Training: A Promising Future Training Paradigm 80
Concluding Remarks 81
References 82
Prospective Memory 85
Introduction 85
Theoretical Approach 86
Key Factors for Training: The EXACT Study 88
Ongoing Research 90
Metacognitive Strategy Training 90
Conclusions 92
References 93
Executive Functions 96
Introduction 96
Definition and Models 96
Implications for the Expected Effects of Executive Function Training 98
Multitasking Training 99
Task-Switching Training 100
Inhibition 102
Individual Differences 102
Conclusions and Outlook 104
References 105
Part IV: Multidomain Trainings 107
Action Video-Game Training and Its Effects on Perception and Attentional Control 108
Introduction 108
The “Curse of Specificity” 108
“Action” Video Games 109
Studying the Effects of Action Video Games 110
Effects of Action Video Games on Perceptual Skills 110
Effects of Action Video Games on Attentional Control 112
Possible Neural Bases of Action Video Game Effects 113
Emerging Framework: Action Video Games and “Learning to Learn” 114
Potential Applications of Action Video Game Training 115
Future Directions 115
Conclusions 116
References 116
Video Game Training and Effects on Executive Functions 118
Introduction 118
Shifting 120
Dual Tasking 121
Updating 122
Inhibition 123
Conclusions 124
References 125
Mindfulness and Meditation Training 127
Introduction 127
Mindfulness Meditation as Attention Training 127
Meditation and Attention in the Brain 128
Meditation and Its Effects on Psychological Aspects of Attention 130
Meditation and Control over Attention 130
Meditation and Nonjudgmental Alerting 131
Meditation and Sustained Attention 133
Meditation and Attention: Conclusions 133
References 134
Music Training 137
Introduction 137
Domain-General or Domain-Specific Transfer? 137
Mechanisms of Transfer 140
Characteristics of the Music Training Program 141
Characteristics of the Trainee 141
The Sociocultural Context 142
Conclusion 143
References 143
Physical Training 145
Introduction 145
Aerobic Training 146
Strength or Resistance Training 147
Gross Motor/Coordination Training 147
Emerging Training Programs: Yoga, Dance, and Tai Chi 148
What Would Be the Best Physical Activity/Exercise? 149
Conclusion 151
References 151
Part V: Cognitive Training in Applied Contexts 154
Individual Differences and Motivational Effects 155
Introduction 155
Individual Difference Factors that May Influence Cognitive Training Outcomes 156
Baseline Performance 157
Age 158
Personality 159
Motivation 160
Conclusion 161
References 162
Educational Application of Working-Memory Training 165
Introduction 165
WM Training Programs 165
Transfer Effects 166
WM Training Programs in an Educational Context 166
Narrow-Scope WM Training Programs 167
Broad-Scope WM Training Programs 168
Neural Activity as a Result of WM Training Programs 169
Neural Activity: Increased or Decreased Activity? 170
Neural Activity as a Function of Age 170
Conclusion 171
References 171
Changes of Electrical Brain Activity After Cognitive Training in Old Adults and Older Industrial Workers 174
Introduction 174
CT Studies with Older Adults Using EEG-Based Methods 175
EEG-Based Studies with Older Industrial Workers 177
General Discussion and Conclusion 179
Summary of the Results 179
Benefits of EEG-Based Measures in CT Studies 179
CT Studies with Industrial Workers 180
References 182
Cognitive Training in Mild Cognitive Impairment 184
Introduction 184
Mild Cognitive Impairment as a Target for Cognitive Training 185
Memory Training 186
Training of Attentional Control 188
Training Imbedded in Real Life: Virtual Reality and Leisure Approaches to Cognitive Training 189
The Effect of Training on Brain Structure and Function 190
The Contribution of Brain Imaging to Models of Training 191
Conclusion and Future Directions 192
References 193
Part VI: Outlook 195
The Future of Cognitive Training 196
Introduction 196
Need for Theory 196
Enhancing Cognitive Training 197
Virtual and Augmented Reality 199
Gamification 200
Individual Tailoring 201
Societal Context 202
Ethical Challenges 203
Conclusion 204
References 204