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Autor/inn/en | Cubillo, Ana; Hermes, Henning; Berger, Eva; Winkel, Kirsten; Schunk, Daniel; Fehr, Ernst; Hare, Todd A. |
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Titel | Intra-Individual Variability in Task Performance after Cognitive Training Is Associated with Long-Term Outcomes in Children |
Quelle | In: Developmental Science, 26 (2023) 1, (16 Seiten)
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Zusatzinformation | ORCID (Cubillo, Ana) ORCID (Hermes, Henning) ORCID (Fehr, Ernst) ORCID (Hare, Todd A.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1363-755X |
DOI | 10.1111/desc.13252 |
Schlagwörter | Individual Differences; Comparative Analysis; Academic Achievement; Well Being; Intervention; Short Term Memory; Outcomes of Education; Elementary School Students; Brain Hemisphere Functions; Accuracy; Task Analysis; Cognitive Ability; Training Methods; Predictor Variables |
Abstract | The potential benefits and mechanistic effects of working memory training (WMT) in children are the subject of much research and debate. We show that after five weeks of school-based, adaptive WMT 6-9 year-old primary school children had greater activity in prefrontal and striatal brain regions, higher task accuracy, and reduced intra-individual variability in response times compared to controls. Using a sequential sampling decision model, we demonstrate that this reduction in intra-individual variability can be explained by changes to the evidence accumulation rates and thresholds. Critically, intra-individual variability is useful in quantifying the immediate impact of cognitive training interventions, being a better predictor of academic skills and well-being 6-12 months after the end of training than task accuracy. Taken together, our results suggest that attention control is the initial mechanism that leads to the long-run benefits from adaptive WMT. Selective and sustained attention abilities may serve as a scaffold for subsequent changes in higher cognitive processes, academic skills, and general well-being. Furthermore, these results highlight that the selection of outcome measures and the timing of the assessments play a crucial role in detecting training efficacy. Thus, evaluating intra-individual variability, during or directly after training could allow for the early tailoring of training interventions in terms of duration or content to maximise their impact. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |