Minimal training duration inducing near transfer in two-phase working memory training paradigm

Area of Science:

• Cognitive Psychology
• Neuroscience
• Human Learning

Background:

• Working memory (WM) training often improves performance on trained tasks.
• Transfer of WM training gains to untrained tasks is inconsistent.
• Cognitive skill learning models offer a framework for understanding WM training.

Purpose of the Study:

• Investigate the impact of training duration on working memory (WM) transfer.
• Examine mechanisms of WM training using a two-phase paradigm.
• Determine minimal training durations for reliable cognitive skill acquisition and transfer.

Main Methods:

• Employed a novel two-phase adaptive training paradigm on serial order backward recall tasks.
• Utilized verbal (digits, letters) and spatial (circles) stimulus domains.
• Manipulated training duration across two experiments, with varying session numbers and trials per phase.

Main Results:

• A single training session (100 trials) showed no transfer effects.
• Extended training (three sessions, 240 trials) in the first phase demonstrated positive transfer from backward digit span to backward letter span.
• Backward circle span training did not yield positive transfer and showed a trend toward negative transfer.

Conclusions:

• Working memory (WM) transfer effects are sensitive to training duration.
• Minimal training durations (e.g., one session) are insufficient for reliable transfer.
• Recommends at least three to five training sessions per phase for robust cognitive skill acquisition and transfer in WM training protocols.