No Evidence of Intelligence Improvement After Working Memory Training: A Randomized, Placebo-Controlled Study
No Evidence of Intelligence Improvement After Working Memory Training: A Randomized, Placebo-Controlled Study
复制标题
DOI：
10.1037/a0029082
复制
发表时间：
2013-05-01
影响因子：
4.1
通讯作者：
Engle, Randall W.
中科院分区：
文献类型：
--
作者：
Redick, Thomas S.;Shipstead, Zach;Engle, Randall W.
最近的许多研究似乎为工作记忆训练的一般智力益处提供了证据。在对培训文献的回顾中，Shipstead，Redick和Engle（2010，2012）认为该领域应该以批判的眼光对待最近的结果。许多已发表的工作记忆训练研究受到设计限制（无接触控制组，认知结构的单一测量），混合结果（将训练收益转移到某些任务而不是其他任务，跨研究不一致地转移到相同的任务），以及缺乏理论基础（确定负责观察到的转移的机制）。目前的研究比较了接受20次自适应双n-back计划（工作记忆训练组）或自适应视觉搜索计划（主动安慰剂对照组）练习的年轻人，以及没有接受任何练习的无接触对照组。此外，所有受试者都完成了前测、中测和后测，包括流体智力、多任务处理、工作记忆容量、结晶智力和感知速度的多项测量。尽管通过练习，双重n-back和视觉搜索任务都有所改善，尽管统计能力很高，但对任何认知能力测试都没有积极的转移。我们讨论了这些结果的背景下，以前的工作记忆训练的研究和解决问题，为未来的工作记忆训练研究。
Numerous recent studies seem to provide evidence for the general intellectual benefits of working memory training. In reviews of the training literature, Shipstead, Redick, and Engle (2010, 2012) argued that the field should treat recent results with a critical eye. Many published working memory training studies suffer from design limitations (no-contact control groups, single measures of cognitive constructs), mixed results (transfer of training gains to some tasks but not others, inconsistent transfer to the same tasks across studies), and lack of theoretical grounding (identifying the mechanisms responsible for observed transfer). The current study compared young adults who received 20 sessions of practice on an adaptive dual n-back program (working memory training group) or an adaptive visual search program (active placebo-control group) with a no-contact control group that received no practice. In addition, all subjects completed pretest, midtest, and posttest sessions comprising multiple measures of fluid intelligence, multitasking, working memory capacity, crystallized intelligence, and perceptual speed. Despite improvements on both the dual n-back and visual search tasks with practice, and despite a high level of statistical power, there was no positive transfer to any of the cognitive ability tests. We discuss these results in the context of previous working memory training research and address issues for future working memory training studies.