Far-transfer effects of working memory training on a novel problem solving task
Date
2014-08-06
Authors
Chan, Sharon
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Abstract
The goal of this study is to assess the far-transfer effects of strategy-based working
memory (WM) training to a novel problem solving task. Far-transfer refers to the application of
trained skills to an untrained situation and is especially important because it deals with the
generalization of learning to novel contexts. However, previous working memory training
studies have produced little evidence for far-transfer. In the current study, children were trained
in two strategies, phonological rehearsal and semantic categorization. These strategies have been
suggested to increase the efficiency in processing and encoding of information and are invoked
to explain developmental increases in WM capacity. Sixteen 6-to 9-year-olds were randomly
assigned to each of four training conditions: semantic and rehearsal training, semantic training
only, rehearsal training only, and treated control group. The treated control group performed
significantly worse on the problem solving task compared to the three training groups.
Surprisingly, the treatment groups did not differ significantly from each other. There was no
statistically significant difference in receiving combined training of both strategies compared to
only one strategy and furthermore, neither strategy resulted in better performance compared to
the other strategy. Future directions for WM training and the implications for cognitive
interventions are discussed.
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Keywords
child cognitive development, psychology, problem solving, memory, cognitive training