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<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en">Training-induced cognitive and neural plasticity</title><author><name sortKey="Karbach, Julia" sort="Karbach, Julia" uniqKey="Karbach J" first="Julia" last="Karbach">Julia Karbach</name><affiliation><nlm:aff id="aff1"><institution>Department of Educational Science, Saarland University</institution><country>Saarbruecken, Germany</country></nlm:aff></affiliation></author><author><name sortKey="Schubert, Torsten" sort="Schubert, Torsten" uniqKey="Schubert T" first="Torsten" last="Schubert">Torsten Schubert</name><affiliation><nlm:aff id="aff2"><institution>Department of Psychology, Humboldt University</institution><country>Berlin, Germany</country></nlm:aff></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PMC</idno><idno type="pmid">23437015</idno><idno type="pmc">3579194</idno><idno type="url">http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3579194</idno><idno type="RBID">PMC:3579194</idno><idno type="doi">10.3389/fnhum.2013.00048</idno><date when="2013">2013</date><idno type="wicri:Area/Pmc/Corpus">000088</idno><idno type="wicri:explorRef" wicri:stream="Pmc" wicri:step="Corpus" wicri:corpus="PMC">000088</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en" level="a" type="main">Training-induced cognitive and neural plasticity</title><author><name sortKey="Karbach, Julia" sort="Karbach, Julia" uniqKey="Karbach J" first="Julia" last="Karbach">Julia Karbach</name><affiliation><nlm:aff id="aff1"><institution>Department of Educational Science, Saarland University</institution><country>Saarbruecken, Germany</country></nlm:aff></affiliation></author><author><name sortKey="Schubert, Torsten" sort="Schubert, Torsten" uniqKey="Schubert T" first="Torsten" last="Schubert">Torsten Schubert</name><affiliation><nlm:aff id="aff2"><institution>Department of Psychology, Humboldt University</institution><country>Berlin, Germany</country></nlm:aff></affiliation></author></analytic><series><title level="j">Frontiers in Human Neuroscience</title><idno type="eISSN">1662-5161</idno><imprint><date when="2013">2013</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><back><div1 type="bibliography"><listBibl><biblStruct><analytic><author><name sortKey="Brehmer, Y" uniqKey="Brehmer Y">Y. Brehmer</name></author><author><name sortKey="Li, S C" uniqKey="Li S">S. C. Li</name></author><author><name sortKey="Muller, V" uniqKey="Muller V">V. Müller</name></author><author><name sortKey="Von Oertzen, T" uniqKey="Von Oertzen T">T. von Oertzen</name></author><author><name sortKey="Lindenberger, U" uniqKey="Lindenberger U">U. Lindenberger</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Brehmer, Y" uniqKey="Brehmer Y">Y. Brehmer</name></author><author><name sortKey="Westerberg, H" uniqKey="Westerberg H">H. Westerberg</name></author><author><name sortKey="B Ckman, L" uniqKey="B Ckman L">L. Bäckman</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Buitenweg, J I V" uniqKey="Buitenweg J">J. I. V. Buitenweg</name></author><author><name sortKey="Murre, J M J" uniqKey="Murre J">J. M. J. Murre</name></author><author><name sortKey="Ridderinkhof, K R" uniqKey="Ridderinkhof K">K. R. 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<front><journal-meta><journal-id journal-id-type="nlm-ta">Front Hum Neurosci</journal-id><journal-id journal-id-type="iso-abbrev">Front Hum Neurosci</journal-id><journal-id journal-id-type="publisher-id">Front. Hum. Neurosci.</journal-id><journal-title-group><journal-title>Frontiers in Human Neuroscience</journal-title></journal-title-group><issn pub-type="epub">1662-5161</issn><publisher><publisher-name>Frontiers Media S.A.</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="pmid">23437015</article-id><article-id pub-id-type="pmc">3579194</article-id><article-id pub-id-type="doi">10.3389/fnhum.2013.00048</article-id><article-categories><subj-group subj-group-type="heading"><subject>Neuroscience</subject><subj-group><subject>Editorial Article</subject></subj-group></subj-group></article-categories><title-group><article-title>Training-induced cognitive and neural plasticity</article-title></title-group><contrib-group><contrib contrib-type="author"><name><surname>Karbach</surname><given-names>Julia</given-names></name><xref ref-type="aff" rid="aff1"><sup>1</sup></xref><xref ref-type="author-notes" rid="fn001"><sup>*</sup></xref></contrib><contrib contrib-type="author"><name><surname>Schubert</surname><given-names>Torsten</given-names></name><xref ref-type="aff" rid="aff2"><sup>2</sup></xref></contrib></contrib-group><aff id="aff1"><sup>1</sup><institution>Department of Educational Science, Saarland University</institution><country>Saarbruecken, Germany</country></aff><aff id="aff2"><sup>2</sup><institution>Department of Psychology, Humboldt University</institution><country>Berlin, Germany</country></aff><author-notes><corresp id="fn001">*Correspondence: <email xlink:type="simple">j.karbach@mx.uni-saarland.de</email></corresp><fn fn-type="edited-by"><p>Edited by: Hauke R. Heekeren, Freie Universität Berlin, Germany</p></fn></author-notes><pub-date pub-type="epub"><day>22</day><month>2</month><year>2013</year></pub-date><pub-date pub-type="collection"><year>2013</year></pub-date><volume>7</volume><elocation-id>48</elocation-id><history><date date-type="received"><day>31</day><month>1</month><year>2013</year></date><date date-type="accepted"><day>05</day><month>2</month><year>2013</year></date></history><permissions><copyright-statement>Copyright © 2013 Karbach and Schubert.</copyright-statement><copyright-year>2013</copyright-year><license license-type="open-access" xlink:href="http://creativecommons.org/licenses/by/3.0/"><license-p>This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in other forums, provided the original authors and source are credited and subject to any copyright notices concerning any third-party graphics etc.</license-p></license></permissions><counts><fig-count count="0"></fig-count><table-count count="0"></table-count><equation-count count="0"></equation-count><ref-count count="36"></ref-count><page-count count="2"></page-count><word-count count="2036"></word-count></counts></article-meta></front><body><p>Research on cognitive interventions and training-induced changes in brain and behavior has been of growing interest in cognitive neuroscience and related disciplines over the last decade (for reviews see Hertzog et al., <xref ref-type="bibr" rid="B10">2008</xref>; Lustig et al., <xref ref-type="bibr" rid="B20">2009</xref>; Shipstead et al., <xref ref-type="bibr" rid="B28">2010</xref>; Morrison and Chein, <xref ref-type="bibr" rid="B22">2011</xref>; for a recent meta-analysis see Melby-Lervåg and Hulme, <xref ref-type="bibr" rid="B21">2013</xref>). The aim of this research topic is to provide a broad scope of state-of-the art research in order to advance the understanding of the scope and the mechanisms involved in cognitive and neural plasticity, that is, the potential modifiability of a person's cognitive abilities and brain activity.</p><p>Previous studies focusing on the magnitude and maintenance of training-related benefits have indicated that plasticity is considerable in healthy individuals across lifespan (e.g., Brehmer et al., <xref ref-type="bibr" rid="B1">2007</xref>; Karbach and Kray, <xref ref-type="bibr" rid="B13">2009</xref>; Karbach et al., <xref ref-type="bibr" rid="B14">2010</xref>; Dorbath et al., <xref ref-type="bibr" rid="B6">2011</xref>; Strobach et al., <xref ref-type="bibr" rid="B30">2012a</xref>,<xref ref-type="bibr" rid="B32">c</xref>), and that it may even extend to very old age (Verhaeghen et al., <xref ref-type="bibr" rid="B34">1992</xref>; Buschkuehl et al., <xref ref-type="bibr" rid="B4">2008</xref>; Zinke et al., <xref ref-type="bibr" rid="B36">2012b</xref>). Aside from training-related improvements on the trained task, researchers are especially interested in understanding the transferability of training-related performance gains to tasks that have not been part of the training. This issue is of particular importance for the application of training programs, e.g., in clinical and educational contexts, but also for the theoretical understanding of the processes underlying training and transfer effects. Recent evidence indicated that transfer effects might be enhanced if the training regime taps higher-level executive control processes instead of focusing on basic processing commodities or specific strategies (Lustig et al., <xref ref-type="bibr" rid="B20">2009</xref>; Noack et al., <xref ref-type="bibr" rid="B23">2009</xref>). Others showed that transfer of training can only occur if the training task and the transfer task engage overlapping cognitive processing components and brain regions (Dahlin et al., <xref ref-type="bibr" rid="B5">2008</xref>). In addition, findings from behavioral cognitive training research have been accompanied by findings from cognitive neuroscience, indicating that cognitive training often induces practice-related changes in the neural substrate (for reviews see; Kelly and Garavan, <xref ref-type="bibr" rid="B15">2005</xref>; Jones et al., <xref ref-type="bibr" rid="B12">2006</xref>; Klingberg, <xref ref-type="bibr" rid="B16">2010</xref>). These observations point to training-induced plasticity in several cortical and subcortical regions which can relate to neural changes within these regions as well as in networks of regions, emphasizing the importance of interdisciplinary approaches for investigating cognitive and neural changes after training.</p><p>The contributions of this research topic have addressed the nature, the scope and the preconditions of cognitive and neural plasticity from different angles. Two review articles provide an overview of recent findings on cognitive training in the areas of developmental psychology (Jolles and Crone, <xref ref-type="bibr" rid="B11">2012</xref>) and cognitive aging (Buitenweg et al., <xref ref-type="bibr" rid="B3">2012</xref>). Cognitive plasticity in childhood and in older age has also been addressed by several original research articles (Brehmer et al., <xref ref-type="bibr" rid="B2">2012</xref>; Garrett et al., <xref ref-type="bibr" rid="B8">2012</xref>; Hanna-Pladdy and Gajewski, <xref ref-type="bibr" rid="B9">2012</xref>; Kray et al., <xref ref-type="bibr" rid="B17">2012</xref>; Lövdén et al., <xref ref-type="bibr" rid="B18">2012</xref>; Lussier et al., <xref ref-type="bibr" rid="B19">2012</xref>; Söderqvist et al., <xref ref-type="bibr" rid="B29">2012</xref>; Strobach et al., <xref ref-type="bibr" rid="B31">2012b</xref>; Zinke et al., <xref ref-type="bibr" rid="B35">2012a</xref>). The findings reported in these publications provide strong evidence for the view that cognitive plasticity extends from childhood to older age (c.f. Brehmer et al., <xref ref-type="bibr" rid="B1">2007</xref>; Karbach and Kray, <xref ref-type="bibr" rid="B13">2009</xref>). Moreover, these results are supported by evidence indicting that cognitive plasticity is not only present in healthy individuals, but can also be found in patients suffering from developmental disorders (Kray et al., <xref ref-type="bibr" rid="B17">2012</xref>), intellectual disability (Söderqvist et al., <xref ref-type="bibr" rid="B29">2012</xref>), and chronic traumatic brain injury (Sacco et al., <xref ref-type="bibr" rid="B25">2011</xref>).</p><p>In addition to investigating the effectiveness of cognitive training in different populations, such as different age groups or different types of patients, several contributions have also provided evidence for the usefulness of different training regimes. Most of these studies applied process-based training interventions, such as executive-control training (Kray et al., <xref ref-type="bibr" rid="B17">2012</xref>; Lussier et al., <xref ref-type="bibr" rid="B19">2012</xref>; Strobach et al., <xref ref-type="bibr" rid="B31">2012b</xref>), working-memory training (Brehmer et al., <xref ref-type="bibr" rid="B2">2012</xref>; Salminen et al., <xref ref-type="bibr" rid="B26">2012</xref>; Schneiders et al., <xref ref-type="bibr" rid="B27">2012</xref>; Söderqvist et al., <xref ref-type="bibr" rid="B29">2012</xref>) or game training (Prakash et al., <xref ref-type="bibr" rid="B24">2012</xref>; van Muijden et al., <xref ref-type="bibr" rid="B33">2012</xref>), but also different types of physical training (Gajewski and Falkenstein, <xref ref-type="bibr" rid="B7">2012</xref>; Zinke et al., <xref ref-type="bibr" rid="B35">2012a</xref>,<xref ref-type="bibr" rid="B36">b</xref>). Nevertheless, it remains open which of these kinds of training most efficiently support the occurrence of transfer effects. Consistent with the growing interest in understanding the neural mechanisms underlying training-induced performance changes, a few of the studies have also applied neurophysiological (Gajewski and Falkenstein, <xref ref-type="bibr" rid="B7">2012</xref>) und neuroimaging techniques (Sacco et al., <xref ref-type="bibr" rid="B25">2011</xref>; Prakash et al., <xref ref-type="bibr" rid="B24">2012</xref>; Schneiders et al., <xref ref-type="bibr" rid="B27">2012</xref>), suggesting that training-induced behavioral changes were accompanied by significant changes in neural activity that varied as a function of the specific training intervention.</p><p>Recently, it has also been suggested to analyze training data from an individual differences perspective (see also Garrett et al., <xref ref-type="bibr" rid="B8">2012</xref>). Addressing the question why some individuals benefit more than others from cognitive interventions is particularly important for the adaptation of training regimes to populations with specific needs. Two articles (Buitenweg et al., <xref ref-type="bibr" rid="B3">2012</xref>; Jolles and Crone, <xref ref-type="bibr" rid="B11">2012</xref>) have pointed to the importance of this aspect and Lövdén et al. (<xref ref-type="bibr" rid="B18">2012</xref>) have reported significant individual differences in memory training and transfer effects across the lifespan. However, a minimum cognitive capacity seems a necessary precondition for the manifestation of training and transfer effects (Söderqvist et al., <xref ref-type="bibr" rid="B29">2012</xref>).</p><p>In sum, the current research topic provides a broad overview of new findings and contributes to a deeper understanding of cognitive and neural plasticity. 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