MusicSarreV3, PascalFrancis, Curation, bibRecord, 000012

On methodological standards in training and transfer experiments

Identifieur interne : 000012 ( PascalFrancis/Curation ); précédent : 000011; suivant : 000013

On methodological standards in training and transfer experiments

Auteurs : C. Shawn Green [États-Unis] ; Tilo Strobach [Allemagne] ; Torsten Schubert [Allemagne]

Source :

Psychological research : (Print) [ 0340-0727 ] ; 2014.

RBID : Pascal:14-0277797

Descripteurs français

Pascal (Inist)
- Méthodologie, Transfert, Entraînement psychologique, Apprentissage, Article synthèse, Homme.
Wicri :
- topic : Homme.

English descriptors

KwdEn :
- Human, Learning, Methodology, Psychological training, Review, Transfer.

Abstract

The past two decades have seen a tremendous surge in scientific interest in the extent to which certain types of training-be it aerobic, athletic, musical, video game, or brain trainer-can result in general enhancements in cognitive function. While there are certainly active debates regarding the results in these domains, what is perhaps more pressing is the fact that key aspects of methodology remain unsettled. Here we discuss a few of these areas including expectation effects, test-retest effects, the size of the cognitive test battery, the selection of control groups, group assignment methods, difficulties in comparing results across studies, and in interpreting null results. Specifically, our goal is to highlight points of contention as well as areas where the most commonly utilized methods could be improved upon. Furthermore, because each of the sub-areas above (aerobic training through brain training) share strong similarities in goal, theoretical framework, and experimental approach, we seek to discuss these issues from a general perspective that considers each as members of the same broad "training" domain.

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A06				`@2 6`
A08	`01`	`1`	`ENG`	`@1 On methodological standards in training and transfer experiments`
A09	`01`	`1`	`ENG`	`@1 New directions in cognitive training`
A11	`01`	`1`		`@1 GREEN (C. Shawn)`
A11	`02`	`1`		`@1 STROBACH (Tilo)`
A11	`03`	`1`		`@1 SCHUBERT (Torsten)`
A12	`01`	`1`		`@1 SCHUBERT (Torsten) @9 ed.`
A12	`02`	`1`		`@1 STROBACH (Tilo) @9 ed.`
A12	`03`	`1`		`@1 KARBACH (Julia) @9 ed.`
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A14	`02`			`@1 Department of Psychology, Humboldt University, Berlin, Rudower Chaussee 18 @2 12489 Berlin @3 DEU @Z 2 aut. @Z 3 aut.`
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A15	`02`			`@1 Department of Psychology, FernUniversität Hagen @2 58084 Hagen @3 DEU @Z 2 aut.`
A15	`03`			`@1 Department of Educational Science, Saarland University @2 66123 Saarbrücken @3 DEU @Z 3 aut.`
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A21				`@1 2014`
A23	`01`			`@0 ENG`
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C01	`01`		`ENG`	@0 The past two decades have seen a tremendous surge in scientific interest in the extent to which certain types of training-be it aerobic, athletic, musical, video game, or brain trainer-can result in general enhancements in cognitive function. While there are certainly active debates regarding the results in these domains, what is perhaps more pressing is the fact that key aspects of methodology remain unsettled. Here we discuss a few of these areas including expectation effects, test-retest effects, the size of the cognitive test battery, the selection of control groups, group assignment methods, difficulties in comparing results across studies, and in interpreting null results. Specifically, our goal is to highlight points of contention as well as areas where the most commonly utilized methods could be improved upon. Furthermore, because each of the sub-areas above (aerobic training through brain training) share strong similarities in goal, theoretical framework, and experimental approach, we seek to discuss these issues from a general perspective that considers each as members of the same broad "training" domain.
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C03	`01`	`X`	`ENG`	`@0 Methodology @5 01`
C03	`01`	`X`	`SPA`	`@0 Metodología @5 01`
C03	`02`	`X`	`FRE`	`@0 Transfert @5 02`
C03	`02`	`X`	`ENG`	`@0 Transfer @5 02`
C03	`02`	`X`	`SPA`	`@0 Transferencia @5 02`
C03	`03`	`X`	`FRE`	`@0 Entraînement psychologique @5 04`
C03	`03`	`X`	`ENG`	`@0 Psychological training @5 04`
C03	`03`	`X`	`SPA`	`@0 Entrenamiento psicológico @5 04`
C03	`04`	`X`	`FRE`	`@0 Apprentissage @5 05`
C03	`04`	`X`	`ENG`	`@0 Learning @5 05`
C03	`04`	`X`	`SPA`	`@0 Aprendizaje @5 05`
C03	`05`	`X`	`FRE`	`@0 Article synthèse @5 06`
C03	`05`	`X`	`ENG`	`@0 Review @5 06`
C03	`05`	`X`	`SPA`	`@0 Artículo síntesis @5 06`
C03	`06`	`X`	`FRE`	`@0 Homme @5 18`
C03	`06`	`X`	`ENG`	`@0 Human @5 18`
C03	`06`	`X`	`SPA`	`@0 Hombre @5 18`
C07	`01`	`X`	`FRE`	`@0 Processus acquisition @5 37`
C07	`01`	`X`	`ENG`	`@0 Acquisition process @5 37`
C07	`01`	`X`	`SPA`	`@0 Proceso adquisición @5 37`
C07	`02`	`X`	`FRE`	`@0 Cognition @5 38`
C07	`02`	`X`	`ENG`	`@0 Cognition @5 38`
C07	`02`	`X`	`SPA`	`@0 Cognición @5 38`
N21				`@1 349`

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Pascal:14-0277797

Le document en format XML

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<front><div type="abstract" xml:lang="en">The past two decades have seen a tremendous surge in scientific interest in the extent to which certain types of training-be it aerobic, athletic, musical, video game, or brain trainer-can result in general enhancements in cognitive function. While there are certainly active debates regarding the results in these domains, what is perhaps more pressing is the fact that key aspects of methodology remain unsettled. Here we discuss a few of these areas including expectation effects, test-retest effects, the size of the cognitive test battery, the selection of control groups, group assignment methods, difficulties in comparing results across studies, and in interpreting null results. Specifically, our goal is to highlight points of contention as well as areas where the most commonly utilized methods could be improved upon. Furthermore, because each of the sub-areas above (aerobic training through brain training) share strong similarities in goal, theoretical framework, and experimental approach, we seek to discuss these issues from a general perspective that considers each as members of the same broad "training" domain.</div>
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On methodological standards in training and transfer experiments

On methodological standards in training and transfer experiments

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Descripteurs français

English descriptors

Abstract

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