Effects of Working Memory Training in Young and Older Adults Claudia - - PowerPoint PPT Presentation

Effects of Working Memory Training in Young and Older Adults Claudia von Bastian Claudia von Bastian

von Bastian, Langer, Jäncke, & Oberauer (2013), Memory & Cognition, doi: 10.3758/s13421‐012‐0280‐7

Cognitive Training Cognitive Training

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Training and Transfer Effects

Transfer is the generalisation of improvements in a

Training and Transfer Effects

Transfer is the generalisation of improvements in a practiced tasks to other non‐practiced tasks. Transfer is expected, if practiced and non‐practiced tasks share expected, if practiced and non practiced tasks share underlying processes (functional overlap).

Other Other abilities

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«functional overlap»

Training and Transfer Effects

A basic cognitive ability which correlates positively with

Training and Transfer Effects

A basic cognitive ability which correlates positively with multiple other abilities would be an ideal candidate to induce broad transfer. induce broad transfer.  W ki  Working memory

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Training and Transfer Effects Training and Transfer Effects

P bl l i Working Memory Capacity (WMC) Intelligence Problem solving … V b l l i A i

WMC

Vocabulary learning Attention

WMC

Reading comprehension Text comprehension Storytelling

( )

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Barrett, Tugade, & Engle (2004)

Training and Transfer Effects Training and Transfer Effects

T i i Training Working memory training tasks Untrained (structurally different) working memory tasks Near Transfer working memory tasks Different (but related) Far Transfer Different (but related) cognitive ability (e.g., reasoning)

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Empirical Evidence

Can we get any smarter through training?

Empirical Evidence

Can we get any smarter through training?

“Yes, we can!”

e.g., Borella, Carretti, Riboldi, & De Beni (2010); Jaeggi et al. (2008); Jaeggi et al. (2010); Jausovec & Jausovec (2012); Karbach & Kray (2009); Klingberg et al. (2005); Stepankova et al. (2014); … ( ); p ( );

“No, we can‘t.” ,

e.g., Chooi & Thompson (2012); Colom et al. (2010); Harrison et al. (2013), Holmes, Gathercole, & Dunning (2009); Nouchi et al. (2012); Owen et al. (2010); Redick, Shipstead, et al. (2013); …

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Reasons for Inconsistencies

Methodological issues

Reasons for Inconsistencies

Methodological issues

• Lack of theory‐driven selection of training tasks

Si l i di t t iti biliti

• Single indicators to measure cognitive abilities
• Lack of active control groups

Does working WM training enhance fluid cognitive abilities with a methodological sound design?

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• cf. Shipstead, Redick, & Engle (2012)

Theory‐Driven Task Selection

Facet model of working memory capacity

Theory‐Driven Task Selection

Facet model of working memory capacity

Storage and Processing

Simultaneous maintenance and

Storage and Processing

maintenance and manipulation

WMC

Relational Integration Shifting

Oberauer et al (2000; 2003)

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Oberauer et al. (2000; 2003)

Theory‐Driven Task Selection

Storage and Processing

Theory‐Driven Task Selection

Storage and Processing Complex Span

89

6

62

9

Recall numbers:

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Theory‐Driven Task Selection

Facet model of working memory capacity

Theory‐Driven Task Selection

Facet model of working memory capacity

Storage and Processing Storage and Processing

Coordination of multiple

WMC

Relational Integration

Coordination of multiple elements into new structures

Shifting

Oberauer et al (2000; 2003)

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Oberauer et al. (2000; 2003)

Theory‐Driven Task Selection

Relational Integration

Theory‐Driven Task Selection

Relational Integration Tower of Fame

A B C D

5 6

B d Pi li fl

2 3 4

Tom Cruise lives in apartment 2A.



Brad Pitt lives two floors above Tom Cruise in the apartment to the right



Tom Cruise lives in: ??? Brad Pitt lives in: ???

1 2 

apartment to the right.

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Theory‐Driven Task Selection

Facet model of working memory capacity

Theory‐Driven Task Selection

Facet model of working memory capacity

Storage and Processing Storage and Processing

WMC

Relational Integration Shifting

Selective activation of relevant and inhibition of irrelevant representations

Oberauer et al (2000; 2003)

irrelevant representations

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Oberauer et al. (2000; 2003)

Theory‐Driven Task Selection

Shifting

Theory‐Driven Task Selection

Shifting Task switching

Green or blue? Green or blue? Round or angular? Round or angular?

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Training WMC: Previous Results

Are there distinct transfer effects of training different

Training WMC: Previous Results

Are there distinct transfer effects of training different facets of WMC?

Storage and Processing g g Complex span Relational Integration Shifting g Coordination tasks g Task switching Active Control

• N = 121 (M = 23 years)
• 4 weeks, 20 sessions, each 30‐40 min.
• randomized group assignment, double‐blinded

Visual matching tasks

von Bastian & Oberauer (2013) g p g ,

• adaptive task difficulty
• experimental control via web‐based

monitoring with Tatool Online

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von Bastian & Oberauer (2013) Tatool: von Bastian, Locher, & Ruflin (2013)

Training WMC: Previous Results

Are there distinct transfer effects of training different

Training WMC: Previous Results

Are there distinct transfer effects of training different facets of WMC?

Working Memory ↑ g y ↑ Reasoning ↑ No broad transfer Shifting ↑ (Binding ↑) g Reasoning ↑

von Bastian & Oberauer (2013)

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von Bastian & Oberauer (2013) Tatool: von Bastian, Locher, & Ruflin (2013)

Maximising Transfer? Maximising Transfer?

Storage and

Multifunctional Training Working Memory ↑↑ ↑

Storage and Processing

Shifting ↑ Binding ↑ Reasoning ↑ Reasoning ↑ i i i i i

Shifting Relational Integration

An intervention maximising transfer would be most useful to counteract cognitive decline to counteract cognitive decline in older age.

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Goal of the Present Study

Investigating WM plasticity in young and old adults

Goal of the Present Study

Investigating WM plasticity in young and old adults

• Does training all three functional categories at once

lead to broad transfer effects? lead to broad transfer effects?

• Does training induce improved performance not only

i b t l i ld d lt ? in young, but also in old adults?

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Design Design

Pre Cognitive performance assessment Training Computer‐based training Post Cognitive performance assessment assessment EEG (resting‐state, ERP) MRI and DTI T assessment EEG (resting‐state, ERP) MRI and DTI Resting‐state fMRI Resting‐state fMRI

T1 T2

4 weeks

T1 T2

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Method: Training Intervention Method: Training Intervention

WM (young and old) Storage and processing Relational integration Relational integration Shifting Active control (young and old) Visual search Visual search Counting General knowledge

n = 66 young (M = 23 years),

www tatool ch

y g ( y ), n = 57 older adults (M = 69 years)

17.11.2014 OWMW, Claudia von Bastian 20 www.tatool.ch Tatool: von Bastian, Locher, & Ruflin (2013), Behavior Research Methods

Method: Active Control Training

Visual search

Method: Active Control Training

Visual search

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Method: Active Control Training

Counting

Method: Active Control Training

Counting 333 22 666666 333 1 55555 2 4444 1 333 55555 2 4444 1 333 4444 1 666666

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Method: Active Control Training

General Knowledge Quiz

Method: Active Control Training

General Knowledge Quiz

Which Australian animal feeds mostly on eucalyptus leaves? (1) Koala (2) Duckbill platypus (3) Kangaroo (4) Dingo

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Method: Cognitive Assessment Method: Cognitive Assessment

Training Near Training tasks Intermediate transfer Structurally similar, but different material transfer Same construct (working memory) n‐back and binding task Diff t t t ( i ) Far transfer Different construct (reasoning) Raven‘s APM (both young and old) BOMAT (only young)

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Results: WM Training Gains

Example: training gains for storage and processing

Results: WM Training Gains

Example: training gains for storage and processing

13 Young Old 9 11

ficulty

7

vel of diff

3 5

Le

1 1 5 10 15 20

Session

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Session

Results: Active Control Training Gains

Example: training gains for quiz

Results: Active Control Training Gains

Example: training gains for quiz

12 14 Young Old 10 12

ficulty

6 8

evel of diff

2 4

Le

1 5 10 15 20

Session

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Session

Results: Cognitive Assessment Results: Cognitive Assessment

2.5

Young WM Young control Old WM Old control

*** = p < .001 1 5 2.0

)

* = p < .050 1.0 1.5

ct size (d)

0 0 0.5

Effe

‐0.5 0.0

* * * * * *

(*)

* * * * * * * * *

Storage & P i Relational I t ti Shifting Storage & P i Relational I t ti Shifting WM Bi di WM N B k Reasoning RAPM Reasoning BOMAT

Far Transfer Intermediate Transfer Near Transfer

Processing Integration Processing Integration Binding N‐Back RAPM BOMAT

Training Tasks

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Summary

• Does training all three functional categories at once

Summary

Does training all three functional categories at once lead to broader transfer effects?  No transfer was less broad!  No, transfer was less broad!

• Does training induce improved performance not only

in younger, but also in older adults?  Yes, older participants improved as much as younger ones, except for much as younger ones, except for transfer on binding.

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Conclusion

• Transfer effects are small, vary between individuals, and are

Conclusion

, y , difficult to replicate

• Intervention‐specific features and individual differences may

impact training and transfer gains

• Who profits from WM training under which circumstances?

Focus shift toward maximizing transfer by examining … who gains most? … which cognitive mechanisms are prone to change?

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A Roadmap for Training Research A Roadmap for Training Research

INDIVIDUAL DIFFERENCES TRAINING

CONDITIONS INITIAL TASKS BIOLOGICAL FACTORS AGE PERSONALITY & CONDITIONS COGNITIVE ABILITY MOTIVATION

TRANSFER

a) enhanced capacity b) h d ffi i

TRAINING PROGRESS

b) enhanced efficiency

PROGRESS OBSERVED EFFECTS

transfer effects + noise

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von Bastian & Oberauer (2014), Psychological Research

Outlook: Ongoing Work Outlook: Ongoing Work

C l D Si i Carla De Simoni

PhD student at the Department of Psychology, Cognitive Psychology Unit, University of Zurich

Differential malleability of working memory updating processes: retrieval, y g y p g p , transformation, and substitution of information elements Sabrina Guye

PhD student at the URPP “Dynamics of Healthy Aging”, University of Zurich

Predictors of working memory training success in older adults: Cognitive abilities, personality, affect, and everyday‐life activities

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Thanks for Listening! Thanks for Listening!

PhD Advisor and Collaborators PhD Advisor and Collaborators

Klaus Oberauer, Nicki Langer, Lutz Jäncke

Software Development

André Locher and Michael Ruflin

Research Assistants

Sabrina Guye, Veronica Heusser, Melanie Künzli, Eszter Montvai, Katharina Vogt, and Marc Züst Sabrina Guye, Veronica Heusser, Melanie Kün li, s ter Montvai, Katharina Vogt, and Marc üst

Funding Sources g

Forschungskredit of the University of Zurich, Switzerland Suzanne and Hans Biäsch Foundation for Applied Psychology

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