How useful is executive control training? Age differences in near and far transfer of task‐switching training
Identifieur interne : 000C13 ( Istex/Corpus ); précédent : 000C12; suivant : 000C14How useful is executive control training? Age differences in near and far transfer of task‐switching training
Auteurs : Julia Karbach ; Jutta KraySource :
- Developmental Science [ 1363-755X ] ; 2009-11.
English descriptors
- Teeft :
- Academic press, Adults training training verbalization variability, Age2, Attentional control, Baseline, Baseline differences, Baseline performance, Blackwell publishing, Broad transfer, Cognitive, Cognitive battery, Cognitive load, Cognitive psychology, Cognitive training, Developmental psychology, Developmental science, Different amounts, Different types, Effect size, Executive control, Executive control demands, Executive control tasks, Executive control training, Executive functions, Experimental blocks, Experimental paradigms, Experimental psychology, External task cues, Factor training, Factors session, Fisher happ, Fluid intelligence, Greatest interest, Incongruent, Inhibitory control, Interference control, Interference effects, Journal compilation, Julia karbach, Jutta, Jutta kray, Jutta kray table, Kane, Karbach, Kramer, Kray, Kray lindenberger, Last training session, Life span, Lifespan, Lifespan cognition, Lindenberger, Logan tannock, Main effect, Memory capacity, Minear, Navigation span task, Neutral trials, Older adults, Open question, Other executive tasks, Other tasks, Oxford university press, Participant, Posttest, Practice blocks, Present study, Pretest, Pretest performance, Pretest sessions, Previous studies, Psychological science, Psychological sciences, Range years, Raven, Raven score, Right panel, Saarland university, Schmidt bjork, Similar tasks, Simple tasks, Single tasks, Singletask training, Standard deviation, Stroop, Stroop interference, Stroop task, Switch trials, Switch verbalization variability, Symmetry span, Symmetry span task, Task domain, Task preparation, Task sets, Task structure, Taskswitching, Taskswitching training, Training group, Training groups, Training programs, Training session, Training sessions, Training task, Training tasks, Training training, Training variability, Transfer benefits, Transfer distance, Transfer effects, Transfer tasks, Trial type, Untrained tasks, Variability, Variability group, Variable training, Variable training condition, Variable training tasks, Verbal processes, Verbal selfinstructions, Verbal training, Verbal training group, Verbal variability training, Verbalization, Vertical axis, Wide range, Young adults.
Abstract
Although executive functions can be improved by training, little is known about the extent to which these training‐related benefits can be transferred to other tasks, or whether this transfer can be modulated by the type of training. This study investigated lifespan changes in near transfer of task‐switching training to structurally similar tasks and its modulation by verbal self‐instructions and variable training, as well as far transfer to structurally dissimilar ‘executive’ tasks and fluid intelligence. Three age groups (8–10; 18–26; 62–76 years of age) were examined in a pretest‐training‐posttest design. We found near transfer of task‐switching training in all age groups, especially in children and older adults. Near transfer was enhanced in adults and impaired in children when training tasks were variable. We also found substantial far transfer to other executive tasks and fluid intelligence in all age groups, pointing to the transfer of relatively general executive control abilities after training.
Url:
DOI: 10.1111/j.1467-7687.2009.00846.x
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ISTEX:72F81EC0989CBE2D468B52CCF377AB147E118F48Le document en format XML
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Age differences in near and far transfer of task‐switching training</title><title type="shortAuthors">Julia Karbach and Jutta Kray</title><title type="short">Transfer of task‐switching training</title></titleGroup><creators><creator creatorRole="author" xml:id="cr1" affiliationRef="#aff-1-1"><personName><givenNames>Julia</givenNames><familyName>Karbach</familyName></personName></creator><creator creatorRole="author" xml:id="cr2" affiliationRef="#aff-1-1"><personName><givenNames>Jutta</givenNames><familyName>Kray</familyName></personName></creator></creators><affiliationGroup><affiliation xml:id="aff-1-1" countryCode="DE"><unparsedAffiliation>Department of Psychology, Saarland University, Germany</unparsedAffiliation></affiliation></affiliationGroup><abstractGroup><abstract type="main" xml:lang="en"><title type="main">Abstract</title><p>Although executive functions can be improved by training, little is known about the extent to which these training‐related benefits can be transferred to other tasks, or whether this transfer can be modulated by the type of training. This study investigated lifespan changes in near transfer of task‐switching training to structurally similar tasks and its modulation by verbal self‐instructions and variable training, as well as far transfer to structurally dissimilar ‘executive’ tasks and fluid intelligence. Three age groups (8–10; 18–26; 62–76 years of age) were examined in a pretest‐training‐posttest design. We found near transfer of task‐switching training in all age groups, especially in children and older adults. Near transfer was enhanced in adults and impaired in children when training tasks were variable. We also found substantial far transfer to other executive tasks and fluid intelligence in all age groups, pointing to the transfer of relatively general executive control abilities after training.</p></abstract></abstractGroup></contentMeta></header></component></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>How useful is executive control training? Age differences in near and far transfer of task‐switching training</title></titleInfo><titleInfo type="abbreviated" lang="en"><title>Transfer of task‐switching training</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>How useful is executive control training? Age differences in near and far transfer of task‐switching training</title></titleInfo><name type="personal"><namePart type="given">Julia</namePart><namePart type="family">Karbach</namePart><affiliation>Department of Psychology, Saarland University, Germany</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Jutta</namePart><namePart type="family">Kray</namePart><affiliation>Department of Psychology, Saarland University, Germany</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="article" displayLabel="article"></genre><originInfo><publisher>Blackwell Publishing Ltd</publisher><place><placeTerm type="text">Oxford, UK</placeTerm></place><dateIssued encoding="w3cdtf">2009-11</dateIssued><edition>Received: 6 November 2007 Accepted: 9 September 2008</edition><copyrightDate encoding="w3cdtf">2009</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType><extent unit="figures">3</extent><extent unit="tables">5</extent></physicalDescription><abstract lang="en">Although executive functions can be improved by training, little is known about the extent to which these training‐related benefits can be transferred to other tasks, or whether this transfer can be modulated by the type of training. This study investigated lifespan changes in near transfer of task‐switching training to structurally similar tasks and its modulation by verbal self‐instructions and variable training, as well as far transfer to structurally dissimilar ‘executive’ tasks and fluid intelligence. Three age groups (8–10; 18–26; 62–76 years of age) were examined in a pretest‐training‐posttest design. We found near transfer of task‐switching training in all age groups, especially in children and older adults. Near transfer was enhanced in adults and impaired in children when training tasks were variable. We also found substantial far transfer to other executive tasks and fluid intelligence in all age groups, pointing to the transfer of relatively general executive control abilities after training.</abstract><relatedItem type="host"><titleInfo><title>Developmental Science</title></titleInfo><genre type="journal">journal</genre><subject><genre>article-category</genre><topic>PAPER</topic></subject><identifier type="ISSN">1363-755X</identifier><identifier type="eISSN">1467-7687</identifier><identifier type="DOI">10.1111/(ISSN)1467-7687</identifier><identifier type="PublisherID">DESC</identifier><part><date>2009</date><detail type="volume"><caption>vol.</caption><number>12</number></detail><detail type="issue"><caption>no.</caption><number>6</number></detail><extent unit="pages"><start>978</start><end>990</end><total>13</total></extent></part></relatedItem><identifier type="istex">72F81EC0989CBE2D468B52CCF377AB147E118F48</identifier><identifier type="DOI">10.1111/j.1467-7687.2009.00846.x</identifier><identifier type="ArticleID">DESC846</identifier><accessCondition type="use and reproduction" contentType="copyright">© 2009 The Authors. 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