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Investigating Motor Skill Learning Processes with a Robotic Manipulandum
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Working memory training involves learning new skills.

Susan E Gathercole1, Darren L Dunning1, Joni Holmes1

  • 1MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge CB2 7EF, England, United Kingdom.

Journal of Memory and Language
|June 26, 2019
PubMed
Summary
This summary is machine-generated.

Working memory training involves learning new cognitive routines, similar to skill acquisition. This learning transfers to other tasks that share structural properties, especially for individuals with higher cognitive abilities.

Keywords:
Cognitive routineTrainingTransferWorking memory

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Learning Sciences

Background:

  • Working memory (WM) is crucial for cognitive tasks.
  • Training-induced improvements in WM are often limited.
  • The mechanisms underlying WM training and transfer remain debated.

Purpose of the Study:

  • To propose and test a novel framework viewing WM training as the acquisition of new cognitive routines.
  • To investigate the conditions under which WM training transfers to untrained tasks.
  • To explore the role of cognitive resources in the development and application of these routines.

Main Methods:

  • A meta-analysis of WM training studies (Study 1).
  • Re-analysis of published WM training data (Study 2).
  • Re-analysis of data from four existing studies focusing on children (Study 3).

Main Results:

  • Substantial transfer occurred when trained and untrained tasks shared specific paradigms (serial recall, complex span, backward span).
  • Transfer was less pronounced for verbal serial recall, suggesting reliance on existing systems.
  • Transfer was limited to tasks requiring novel routines and was greatest in children with higher fluid cognitive abilities.

Conclusions:

  • WM training can be conceptualized as learning new cognitive routines.
  • The transfer of training is dependent on the structural similarity between trained and untrained tasks.
  • General cognitive resources are essential for developing new routines, and their application is constrained by task structure.