The benefits of looking at intraindividual dynamics in cognitive training data

  • Over the last decade, the prospect of improving or maintaining cognitive functioning has provoked a steadily increasing number of cognitive training studies. Central target populations are individuals at risk for a disadvantageous development, such as older adults exhibiting cognitive decline or children with learning impairments. They rely on cognitive resources to meet the challenges of an independent life in old age or requirements at school. To support daily cognitive functioning, training outcomes need to generalize to other cognitive abilities. Such transfer effects are, however, highly discussed. For example, recent meta-analyses on working memory training differed in the conclusion on the presence (Au et al., 2015; Karbach and Verhaeghen, 2014) or absence of transfer effects (Melby-Lervåg and Hulme, 2013). Usually training-specific design factors such as type, intensity, duration, and feedback routines are discussed as reasons for such inconsistent findings. However, even individuals participating in exactly the same training regime highly differ in their training outcomes. We argue that it is time to study the individual development during trainings to understand these differential outcomes. It is time to have a closer look at the intraindividual training data.

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Author:Tanja Könen, Julia Karbach
Pubmed Id:
Parent Title (English):Frontiers in psychology
Publisher:Frontiers Research Foundation
Place of publication:Lausanne
Contributor(s):Barbara Carretti
Document Type:Article
Year of Completion:2015
Date of first Publication:2015/05/12
Publishing Institution:Universitätsbibliothek Johann Christian Senckenberg
Release Date:2019/12/04
Tag:fluctuations; intraindividual variability; learning disabilities; micro-longitudinal; training; trajectories; within-person; working memory
Issue:Art. 615
Page Number:4
First Page:1
Last Page:4
Copyright © 2015 Könen and Karbach. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Institutes:Psychologie und Sportwissenschaften / Psychologie
Dewey Decimal Classification:1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie
Licence (German):License LogoCreative Commons - Namensnennung 4.0