Are Measures of Transfer Effects Missing the Target?

Repeated and targeted training of working memory typically leads to improvements as observed using cognitive assessments of working memory and different methods of brain imaging. A more controversial topic is whether these improvements transfer to improvements in other cognitive functions and if beh...

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Bibliographic Details
Published in:Journal of cognitive enhancement 2017-12, Vol.1 (4), p.508-512
Main Authors: Söderqvist, Stina, Nutley, Sissela Bergman
Format: Article
Language:English
Subjects:
Behavioral Science and Psychology
Cognitive Psychology
Emotion
Neuropsychology
Neurosciences
Opinion
Pharmaceutical Sciences/Technology
Psychology
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Summary:Repeated and targeted training of working memory typically leads to improvements as observed using cognitive assessments of working memory and different methods of brain imaging. A more controversial topic is whether these improvements transfer to improvements in other cognitive functions and if behavior in everyday life is impacted. If such transfer is the overarching goal with cognitive training, then determining the relevant markers of this should be deemed essential. However, research publications within the cognitive training field seldom provide in-depth theoretical support of the outcomes and design choices selected, nor do they provide a discussion of the relevance of these on everyday life. In this opinion paper we discuss different approaches in assessing transfer effects, specifically on academic performance, and how these might explain discrepancies between different studies in their results and conclusions. We urge the research community to pursue using ecologically valid outcome measures that are suitable to capture training-related change in everyday life in order to advance our understanding of the promises and limitations of cognitive enhancement.
ISSN:2509-3290
2509-3304
DOI:10.1007/s41465-017-0048-x