The role of individual differences in cognitive training and transfer

被引:346
作者
Jaeggi, Susanne M. [1 ]
Buschkuehl, Martin [1 ,2 ]
Shah, Priti [3 ]
Jonides, John [3 ]
机构
[1] Univ Calif Irvine, Sch Educ, Irvine, CA 92697 USA
[2] MIND Res Inst, Irvine, CA USA
[3] Univ Michigan, Dept Psychol, Ann Arbor, MI USA
基金
美国国家科学基金会;
关键词
Working memory; Reasoning; Skill acquisition; Individual differences; Intelligence; WORKING-MEMORY CAPACITY; SHORT-TERM-MEMORY; FLUID INTELLIGENCE; OLDER-ADULTS; IMPROVING INTELLIGENCE; PREFRONTAL CORTEX; IMPLICIT THEORIES; CONTROLLED-TRIAL; FAR TRANSFER; CHILDREN;
D O I
10.3758/s13421-013-0364-z
中图分类号
B84 [心理学];
学科分类号
010107 [宗教学];
摘要
Working memory (WM) training has recently become a topic of intense interest and controversy. Although several recent studies have reported near- and far-transfer effects as a result of training WM-related skills, others have failed to show far transfer, suggesting that generalization effects are elusive. Also, many of the earlier intervention attempts have been criticized on methodological grounds. The present study resolves some of the methodological limitations of previous studies and also considers individual differences as potential explanations for the differing transfer effects across studies. We recruited intrinsically motivated participants and assessed their need for cognition (NFC; Cacioppo & Petty Journal of Personality and Social Psychology 42:116-131, 1982) and their implicit theories of intelligence (Dweck, 1999) prior to training. We assessed the efficacy of two WM interventions by comparing participants' improvements on a battery of fluid intelligence tests against those of an active control group. We observed that transfer to a composite measure of fluid reasoning resulted from both WM interventions. In addition, we uncovered factors that contributed to training success, including motivation, need for cognition, preexisting ability, and implicit theories about intelligence.
引用
收藏
页码:464 / 480
页数:17
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