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Updated: Jan 6, 2026
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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
Published on: September 20, 2020
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The Influence of Individual Differences in Cognitive Ability on Working Memory Training Gains
Elizabeth A Wiemers1, Thomas S Redick1, Alexandra B Morrison2
1Purdue University.
Summary
Higher baseline cognitive ability, including working memory and fluid intelligence, correlates with greater improvements in working memory training tasks. This suggests aptitude influences training gains, impacting potential transfer effects.
Area of Science:
- Cognitive Psychology
- Neuroscience
- Educational Psychology
Background:
- Working memory training shows inconsistent results regarding benefits beyond trained tasks (transfer).
- A potential limitation is the failure to identify optimal training factors, possibly including individual differences in cognitive ability.
- Baseline cognitive ability may interact with training (aptitude-by-treatment interaction), influencing training gains and subsequent transfer.
Purpose of the Study:
- To investigate the relationship between pretest cognitive abilities (working memory, fluid intelligence) and training task improvements.
- To determine if baseline cognitive ability predicts the extent of improvement in working memory training.
- To examine if these relationships are domain-general or content-specific (verbal vs. visuospatial).
Main Methods:
- Pooled data from seven studies involving young adults undergoing complex span working memory training.
- Collected pretest measures of working memory and/or fluid intelligence.
- Analyzed the relationship between pretest ability scores and performance improvements across training days in a combined sample of 192 participants.
Main Results:
- Found a positive relationship between pretest working memory and training performance improvements.
- Observed a similar positive association between pretest fluid intelligence and training gains.
- No evidence indicated that individuals with lower baseline ability improved more on training tasks.
Conclusions:
- Higher baseline working memory and fluid intelligence predict greater improvements in working memory training.
- The association between working memory ability and training gains is domain-general, irrespective of verbal or visuospatial content.
- Individual differences in cognitive ability are crucial for understanding working memory training effectiveness and potential transfer.
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