Improving fluid intelligence with training on working memory. Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Perrig, W. J. Proc Natl Acad Sci U S A, 105(19):6829-6833, 2008. doi abstract bibtex Fluid intelligence (Gf) refers to the ability to reason and to solve new problems independently of previously acquired knowledge. Gf is critical for a wide variety of cognitive tasks, and it is considered one of the most important factors in learning. Moreover, Gf is closely related to professional and educational success, especially in complex and demanding environments. Although performance on tests of Gf can be improved through direct practice on the tests themselves, there is no evidence that training on any other regimen yields increased Gf in adults. Furthermore, there is a long history of research into cognitive training showing that, although performance on trained tasks can increase dramatically, transfer of this learning to other tasks remains poor. Here, we present evidence for transfer from training on a demanding working memory task to measures of Gf. This transfer results even though the trained task is entirely different from the intelligence test itself. Furthermore, we demonstrate that the extent of gain in intelligence critically depends on the amount of training: the more training, the more improvement in Gf. That is, the training effect is dosage-dependent. Thus, in contrast to many previous studies, we conclude that it is possible to improve Gf without practicing the testing tasks themselves, opening a wide range of applications.
@ARTICLE{Jaeggi2008,
author = {Jaeggi, Susanne M. and Buschkuehl, Martin and Jonides, John and Perrig,
Walter J.},
title = {{Improving fluid intelligence with training on working memory}},
journal = {Proc Natl Acad Sci U S A},
year = {2008},
volume = {105},
pages = {6829-6833},
number = {19},
abstract = {Fluid intelligence (Gf) refers to the ability to reason and to solve
new problems independently of previously acquired knowledge. Gf is
critical for a wide variety of cognitive tasks, and it is considered
one of the most important factors in learning. Moreover, Gf is closely
related to professional and educational success, especially in complex
and demanding environments. Although performance on tests of Gf can
be improved through direct practice on the tests themselves, there
is no evidence that training on any other regimen yields increased
Gf in adults. Furthermore, there is a long history of research into
cognitive training showing that, although performance on trained
tasks can increase dramatically, transfer of this learning to other
tasks remains poor. Here, we present evidence for transfer from training
on a demanding working memory task to measures of Gf. This transfer
results even though the trained task is entirely different from the
intelligence test itself. Furthermore, we demonstrate that the extent
of gain in intelligence critically depends on the amount of training:
the more training, the more improvement in Gf. That is, the training
effect is dosage-dependent. Thus, in contrast to many previous studies,
we conclude that it is possible to improve Gf without practicing
the testing tasks themselves, opening a wide range of applications.},
doi = {10.1073/pnas.0801268105}
}
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