effects of working memory training in and older adults · t1 t2 4 weeks 17.11.2014 owmw, claudia...

Effects of Working Memory Training in Young and Older Adults

Claudia von BastianClaudia von Bastian

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

Cognitive TrainingCognitive Training

17.11.2014 OWMW, Claudia von Bastian 2

Training and Transfer EffectsTransfer is the generalisation of improvements in a

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

OtherOther abilities


«functional overlap»

Training and Transfer EffectsA basic cognitive ability which correlates positively with

Training and Transfer EffectsA basic cognitive ability which correlates positively with multiple other abilities would be an ideal candidate to induce broad transfer.induce broad transfer.

W kiWorking memory


Training and Transfer EffectsTraining and Transfer Effects

P bl l iWorking Memory Capacity (WMC)

Intelligence

Problem solving

…

V b l l i A iWMCVocabulary learning AttentionWMC

Reading comprehensionText comprehension

Storytelling

( )


Barrett, Tugade, & Engle (2004)

Training and Transfer EffectsTraining and Transfer Effects

T i iTraining

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)

17.11.2014 6OWMW, Claudia von Bastian

Empirical EvidenceCan we get any smarter through training?

Empirical EvidenceCan 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); …


Reasons for InconsistenciesMethodological issues

Reasons for InconsistenciesMethodological issues• Lack of theory‐driven selection of training tasksSi 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?


cf. Shipstead, Redick, & Engle (2012)

Theory‐Driven Task SelectionFacet model of working memory capacity


Storage and ProcessingSimultaneous

maintenance andStorage and Processing maintenance and manipulation

WMC Relational Integration

Shifting

Oberauer et al (2000; 2003)


Oberauer et al. (2000; 2003)

Theory‐Driven Task SelectionStorage and Processing

Theory‐Driven Task SelectionStorage and ProcessingComplex Span

896629Recall numbers:




Storage and ProcessingStorage and Processing

Coordination of multipleWMC Relational Integration

Coordination of multiple elements into new

structures

Shifting




Theory‐Driven Task SelectionRelational Integration

Theory‐Driven Task SelectionRelational IntegrationTower of Fame

A BC D

56

B d Pi li fl

234Tom Cruise lives in

apartment 2A.

Brad Pitt lives two floorsabove Tom Cruise in theapartment to the right

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

12 apartment to the right.




Storage and ProcessingStorage and Processing

WMC Relational Integration

ShiftingSelective activation of

relevant and inhibition of irrelevant representations


irrelevant representations



Theory‐Driven Task SelectionShifting

Theory‐Driven Task SelectionShiftingTask switching

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


Training WMC: Previous ResultsAre there distinct transfer effects of training different

Training WMC: Previous ResultsAre there distinct transfer effects of training different facets of WMC?

Storage and Processingg gComplex span

Relational Integration

Shifting

gCoordination tasks

gTask 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


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

Training WMC: Previous ResultsAre there distinct transfer effects of training different

Training WMC: Previous ResultsAre there distinct transfer effects of training different facets of WMC?

Working Memory ↑g y↑Reasoning↑

No broad transfer

Shifting↑

(Binding ↑)

gReasoning↑

von Bastian & Oberauer (2013)


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

Maximising Transfer?Maximising Transfer?

Storage and

Multifunctional TrainingWorking Memory ↑↑

↑Storage andProcessing Shifting↑

Binding ↑Reasoning↑Reasoning↑

i i i i iShiftingRelational

Integration

An intervention maximisingtransfer would be most usefulto counteract cognitive declineto counteract cognitive declinein older age.


Goal of the Present StudyInvestigating WM plasticity in young and old adults

Goal of the Present StudyInvestigating WM plasticity in young and old adults• Does training all three functional categories at oncelead to broad transfer effects?lead to broad transfer effects?

• Does training induce improved performance not onlyi b t l i ld d lt ?in young, but also in old adults?


DesignDesignPre Cognitive

performanceassessment Tr

aining Computer‐based

training Post Cognitive

performanceassessmentassessment

EEG (resting‐state, ERP)MRI and DTI

T assessmentEEG (resting‐state, ERP)MRI and DTI

Resting‐state fMRI Resting‐state fMRI

T1 T24 weeks

T1 T2


Method: Training InterventionMethod: Training Intervention

WM (young and old)Storage and processingRelational integrationRelational integration

Shifting

Active control (young and old)Visual searchVisual searchCounting

General knowledgen = 66 young (M = 23 years),

www tatool ch

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


www.tatool.ch

Tatool: von Bastian, Locher, & Ruflin (2013), Behavior Research Methods

Method: Active Control TrainingVisual search

Method: Active Control TrainingVisual search


Method: Active Control TrainingCounting

Method: Active Control TrainingCounting

333 22 666666 333 155555 2 4444 1 33355555 2 4444 1 3334444 1 666666


Method: Active Control TrainingGeneral Knowledge Quiz

Method: Active Control TrainingGeneral Knowledge Quiz

Which Australian animal feedsmostly on eucalyptus leaves?

(1) Koala(2) Duckbill platypus(3) Kangaroo(4) Dingo


Method: Cognitive AssessmentMethod: Cognitive Assessment

Training

NearTraining tasks

Intermediate

transferStructurally 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)


Results: WM Training GainsExample: training gains for storage and processing

Results: WM Training GainsExample: training gains for storage and processing

13Young Old

9

11

ficulty

7

vel of d

iff

3

5Le

11 5 10 15 20

Session


Session

Results: Active Control Training GainsExample: training gains for quiz

Results: Active Control Training GainsExample: training gains for quiz

12

14Young Old

10

12

ficulty

6

8

evel of d

iff

2

4

Le

01 5 10 15 20

Session


Session

Results: Cognitive AssessmentResults: Cognitive Assessment2.5

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

0.5Effe

‐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

ReasoningRAPM

ReasoningBOMAT

Far TransferIntermediate Transfer

Near Transfer

Processing Integration Processing Integration Binding N‐Back RAPM BOMAT

Training Tasks


Summary• Does training all three functional categories at once

SummaryDoes training all three functional categories at oncelead to broader transfer effects? No transfer was less broad! No, transfer was less broad!

• Does training induce improved performance not onlyin younger, but also in older adults? Yes, older participants improved as

much as younger ones, except formuch as younger ones, except fortransfer on binding.


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?


A Roadmap for Training ResearchA Roadmap for Training ResearchINDIVIDUAL DIFFERENCESTRAINING

CONDITIONS INITIAL

TASKS BIOLOGICAL FACTORSAGE

PERSONALITY & CONDITIONS COGNITIVE ABILITY MOTIVATION

TRANSFERa) enhanced capacityb) h d ffi i

TRAINING PROGRESS b) enhanced efficiencyPROGRESS

OBSERVED EFFECTStransfer effects + noise

17.11.2014 OWMW, Claudia von Bastian 30von Bastian & Oberauer (2014), Psychological Research

Outlook: Ongoing WorkOutlook: Ongoing Work

C l D Si iCarla De SimoniPhD 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 GuyePhD 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


Thanks for Listening!Thanks for Listening!PhD Advisor and CollaboratorsPhD Advisor and Collaborators

Klaus Oberauer, Nicki Langer, Lutz Jäncke

Software Development André Locher and Michael Ruflin

Research AssistantsSabrina Guye, Veronica Heusser, Melanie Künzli, Eszter Montvai, Katharina Vogt, and Marc ZüstSabrina Guye, Veronica Heusser, Melanie Kün li, s ter Montvai, Katharina Vogt, and Marc üst

Funding SourcesgForschungskredit of the University of Zurich, Switzerland

Suzanne and Hans Biäsch Foundation for Applied Psychology


effects of working memory training in and older adults · t1 t2 4 weeks 17.11.2014 owmw, claudia...

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