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Psychological Bulletin Jul 2018Attempting recall of information from memory, as occurs when taking a practice test, is one of the most potent training techniques known to learning science. However,... (Meta-Analysis)
Meta-Analysis Review
Attempting recall of information from memory, as occurs when taking a practice test, is one of the most potent training techniques known to learning science. However, does testing yield learning that transfers to different contexts? In the present article, we report the findings of the first comprehensive meta-analytic review into that question. Our review encompassed 192 transfer effect sizes extracted from 122 experiments and 67 published and unpublished articles (N = 10,382) that together comprise more than 40 years of research. A random-effects model revealed that testing can yield transferrable learning as measured relative to a nontesting reexposure control condition (d = 0.40, 95% CI [0.31, 0.50]). That transfer of learning is greatest across test formats, to application and inference questions, to problems involving medical diagnoses, and to mediator and related word cues; it is weakest to rearranged stimulus-response items, to untested materials seen during initial study, and to problems involving worked examples. Moderator analyses further indicated that response congruency and elaborated retrieval practice, as well as initial test performance, strongly influence the likelihood of positive transfer. In two assessments for publication bias using PET-PEESE and various selection methods, the moderator effect sizes were minimally affected. However, the intercept predictions were substantially reduced, often indicating no positive transfer when none of the aforementioned moderators are present. Overall, our results motivate a three-factor framework for transfer of test-enhanced learning and have practical implications for the effective use of practice testing in educational and other training contexts. (PsycINFO Database Record
Topics: Aged; Bias; Cues; Humans; Knowledge; Learning; Memory; Mental Recall; Middle Aged; Practice, Psychological; Students; Transfer, Psychology
PubMed: 29733621
DOI: 10.1037/bul0000151 -
Current Protocols in Neuroscience Dec 2019Social transfer of fear is a potent tool facilitating response to danger in animals forming social groups. With many factors influencing the transfer-such as proximity...
Social transfer of fear is a potent tool facilitating response to danger in animals forming social groups. With many factors influencing the transfer-such as proximity of the animal receiving information to the donor, familiarity, proximity of danger, and species-specific coping strategies-it allows studies of neuronal correlates of a variety of behavioral responses. Since both the transfer of fear and social modulation of fear responses are impaired in many neuropsychological disorders, the models described in this article could be useful in disentangling the neuronal circuitry involved in the pathogenesis of these disorders. © 2019 by John Wiley & Sons, Inc. Basic Protocol 1: Imminent threat in rats Alternate Protocol 1: Imminent threat in mice Basic Protocol 2: Remote threat in rats Alternate Protocol 2: Remote threat in mice Basic Protocol 3: Social modulation of fear extinction in rats Alternate Protocol 3: Social modulation of fear extinction in mice.
Topics: Animals; Behavior, Animal; Clinical Protocols; Disease Models, Animal; Extinction, Psychological; Fear; Mental Disorders; Mice; Rats; Social Behavior; Transfer, Psychology
PubMed: 31756049
DOI: 10.1002/cpns.85 -
Quarterly Journal of Experimental... Jun 2018In recent years, several researchers have proposed that skilled adults may solve single-digit addition problems (e.g., 3 + 1 = 4, 4 + 3 = 7) using a fast...
In recent years, several researchers have proposed that skilled adults may solve single-digit addition problems (e.g., 3 + 1 = 4, 4 + 3 = 7) using a fast counting procedure. Practicing a procedure often leads to transfer of learning and faster performance of unpracticed items. Such transfer has been demonstrated using a counting-based alphabet arithmetic task (e.g., B + 4 = C D E F) that indicated robust generalization of practice (i.e., response time [RT] gains) when untrained transfer problems at test had been implicitly practiced (e.g., practice B + 3, test B + 2 or B + 1). Here, we constructed analogous simple addition problems (practice 4 + 3, test 4 + 2 or 4 + 1). In each of three experiments (total n = 108), participants received six practice blocks followed by two test blocks of new problems to examine generalization effects. Practice of addition identity rule problems (i.e., 0 + N = N) showed complete transfer of RT gains made during practice to unpracticed items at test. In contrast, the addition ties (2 + 2, 3 + 3, etc.) presented large RT costs for unpracticed problems at test, but sped up substantially in the second test block. This pattern is consistent with item-specific strengthening of associative memory. The critical items were small non-tie additions (sum ≤ 10) for which the test problems would be implicitly practiced if counting was employed during practice. In all three experiments (and collectively), there was no evidence of generalization for these items in the first test block, but there was robust speed up when the items were repeated in the second test block. Thus, there was no evidence of the generalization of practice that would be expected if counting procedures mediated our participants' performance on small non-tie addition problems.
Topics: Adolescent; Adult; Analysis of Variance; Female; Generalization, Psychological; Humans; Male; Mathematics; Middle Aged; Photic Stimulation; Problem Solving; Reaction Time; Transfer, Psychology; Young Adult
PubMed: 28415910
DOI: 10.1080/17470218.2017.1318295 -
Memory & Cognition Jul 2019Task-switching training was shown to improve performance not only for the trained tasks (i.e., reduced performance costs resulting from the task switches), but also for...
Task-switching training was shown to improve performance not only for the trained tasks (i.e., reduced performance costs resulting from the task switches), but also for structurally similar (near transfer) or even dissimilar tasks (far transfer). However, it is still unclear whether the improvement is specific to the trained input modality or whether cognitive control occurs at an amodal processing level enabling transfer of set-shifting abilities to different input modalities. In this study, training and transfer was assessed for an auditory task-switching paradigm in which spoken words from different semantic categories were presented dichotically requiring participants to switch between two auditory categorization tasks. Cross-modal transfer of task-switching training was assessed in terms of the performance costs in a visual task-switching situation using tasks that were structurally similar to the trained tasks. The 4-day training significantly reduced the costs resulting from mixing the two auditory tasks, as compared to both an active (auditory single-task training) and a passive control group (no training). More importantly, the auditory task-switching training was also found to reduce the mixing costs for untrained visual tasks, indicating cross-modal transfer. This finding suggests that the improvement resulting from task-switching training is not specific to the trained stimulus modality, but it seems to be driven by a cognitive control mechanism operating at an amodal processing level. The training did not reveal any far-transfer effects to working memory, inhibition, or fluid intelligence, suggesting that the modality-independent enhancement of set-shifting does not generalize to other cognitive control functions.
Topics: Adult; Executive Function; Female; Humans; Male; Middle Aged; Practice, Psychological; Psychomotor Performance; Speech Perception; Transfer, Psychology; Visual Perception; Young Adult
PubMed: 30805872
DOI: 10.3758/s13421-019-00911-x -
Journal of Experimental Psychology.... Oct 2017Although there has been extensive research in both humans and rodents regarding the influence of excitatory predictions on action selection, the influence of inhibitory...
Although there has been extensive research in both humans and rodents regarding the influence of excitatory predictions on action selection, the influence of inhibitory reward predictions is less well understood. We used a feature-negative conditioned inhibition procedure to generate Pavlovian excitors and inhibitors, predicting the presence or absence of specific outcomes, and assessed their influence on action selection using a Pavlovian-instrumental transfer test. Inhibitors predicting the absence of a specific outcome reversed the bias in action selection elicited by outcome-specific excitors; whereas excitors promoted responding on the action associated with the same outcome as the cue, inhibitors shifted responding away from such actions and toward other actions. Furthermore, the influence of the inhibitors on choice reflected the nature of the inhibitory associations learned by participants; those encoding outcome-specific inhibitory associations showed a strong reversal in the bias elicited by the excitors, selectively biasing performance away from the action associated with the to-be-omitted outcome and toward other actions. In contrast, those encoding only general inhibitory associations did not show any bias during the transfer test and instead reduced their performance of both actions. (PsycINFO Database Record
Topics: Adult; Conditioning, Classical; Conditioning, Operant; Female; Humans; Inhibition, Psychological; Male; Transfer, Psychology; Young Adult
PubMed: 28771019
DOI: 10.1037/xan0000148 -
Psychological Research Nov 2014
Topics: Cognition; Humans; Practice, Psychological; Transfer, Psychology
PubMed: 25304045
DOI: 10.1007/s00426-014-0619-8 -
Quarterly Journal of Experimental... Nov 2016Recent research highlights a seemingly flexible and automatic form of cognitive control that is triggered by potent contextual cues, as exemplified by the...
Recent research highlights a seemingly flexible and automatic form of cognitive control that is triggered by potent contextual cues, as exemplified by the location-specific proportion congruence effect--reduced compatibility effects in locations associated with a high as compared to low likelihood of conflict. We investigated just how flexible location-specific control is by examining whether novel locations effectively cue control for congruency-unbiased stimuli. In two experiments, biased (mostly compatible or mostly incompatible) training stimuli appeared in distinct locations. During a final block, unbiased (50% compatible) stimuli appeared in novel untrained locations spatially linked to biased locations. The flanker compatibly effect was reduced for unbiased stimuli in novel locations linked to a mostly incompatible compared to a mostly compatible location, indicating transfer. Transfer was observed when stimuli appeared along a linear function (Experiment 1) or in rings of a bullseye (Experiment 2). The novel transfer effects imply that location-specific control is more flexible than previously reported and further counter the complex stimulus-response learning account of location-specific proportion congruence effects. We propose that the representation and retrieval of control settings in untrained locations may depend on environmental support and the presentation of stimuli in novel locations that fall within the same categories of space as trained locations.
Topics: Attention; Choice Behavior; Concept Formation; Cues; Female; Humans; Male; Neuropsychological Tests; Photic Stimulation; Reaction Time; Space Perception; Students; Transfer, Psychology; Universities
PubMed: 26800157
DOI: 10.1080/17470218.2015.1111396 -
Perspectives on Psychological Science :... Jul 2016It has been claimed that working memory training programs produce diverse beneficial effects. This article presents a meta-analysis of working memory training studies... (Meta-Analysis)
Meta-Analysis Review
It has been claimed that working memory training programs produce diverse beneficial effects. This article presents a meta-analysis of working memory training studies (with a pretest-posttest design and a control group) that have examined transfer to other measures (nonverbal ability, verbal ability, word decoding, reading comprehension, or arithmetic; 87 publications with 145 experimental comparisons). Immediately following training there were reliable improvements on measures of intermediate transfer (verbal and visuospatial working memory). For measures of far transfer (nonverbal ability, verbal ability, word decoding, reading comprehension, arithmetic) there was no convincing evidence of any reliable improvements when working memory training was compared with a treated control condition. Furthermore, mediation analyses indicated that across studies, the degree of improvement on working memory measures was not related to the magnitude of far-transfer effects found. Finally, analysis of publication bias shows that there is no evidential value from the studies of working memory training using treated controls. The authors conclude that working memory training programs appear to produce short-term, specific training effects that do not generalize to measures of "real-world" cognitive skills. These results seriously question the practical and theoretical importance of current computerized working memory programs as methods of training working memory skills.
Topics: Cognitive Remediation; Humans; Intelligence; Memory, Short-Term; Transfer, Psychology
PubMed: 27474138
DOI: 10.1177/1745691616635612 -
Psychological Research Jun 2021Content variability was previously suggested to promote stronger learning effects in cognitive training whereas less variability incurred transfer costs (Sabah et al....
Content variability was previously suggested to promote stronger learning effects in cognitive training whereas less variability incurred transfer costs (Sabah et al. Psychological Research, https://doi.org/10.1007/s00426-018-1006-7 , 2018). Here, we expanded these findings by additionally examining the role of learners' control in short-term task-switching training by comparing voluntary task-switching to a yoked control forced task-switching condition. To this end, four training conditions were compared: (1) forced fixed content, (2) voluntary fixed content, (3) forced varied content, and (3) voluntary varied content. To further enhance task demands, bivalent stimuli were used during training. Participants completed baseline assessment commencing with task-switching and verbal fluency blocks, followed by seven training blocks and last by task-switching (near transfer) and verbal fluency (far transfer) blocks, respectively. For the baseline and transfer task-switching blocks, we used the exact same baseline and first transfer block from Sabah et al. (Psychological Research, https://doi.org/10.1007/s00426-018-1006-7 , 2018), employing univalent stimuli and alternating-runs task sequence. Our results pointed again to the contribution of content variability to task-switching performance. No indications for far transfer were observed. Allowing for learners' control was not found to produce additional transfer gains beyond content variability. A between-study comparison suggests that enhanced task demands, by means of bivalency, promoted higher transfer gains in the current study when compared to Sabah et al. (Psychological Research, https://doi.org/10.1007/s00426-018-1006-7 , 2018). Taken together, the current results provide further evidence to the beneficial impact of variability on training outcomes. The lack of modulatory effect for learners' control is discussed in relation to possible methodological limitations.
Topics: Adult; Attention; Female; Humans; Learning; Male; Motor Skills; Photic Stimulation; Reaction Time; Transfer, Psychology; Visual Perception
PubMed: 32303843
DOI: 10.1007/s00426-020-01335-y -
Neuropsychology Sep 2016General intelligence is important for success in daily life, fueling interest in developing cognitive training as an intervention to improve fluid ability (Gf). A major... (Review)
Review
OBJECTIVE
General intelligence is important for success in daily life, fueling interest in developing cognitive training as an intervention to improve fluid ability (Gf). A major obstacle to the design of effective cognitive interventions has been the paucity of hypotheses bearing on mechanisms underlying transfer of cognitive training to Gf. Despite the large amounts of money and time currently being expended on cognitive training, there is little scientific agreement on how, or even whether, Gf can be heightened by such training.
METHOD
We review the relevant strands of evidence on cognitive-training-related changes in (a) cortical mechanisms of distraction suppression, and (b) activation of the dorsal attention network (DAN). We hypothesize that training-related increases in control of attention are important for what is termed far transfer of cognitive training to untrained abilities, notably to Gf.
RESULTS
We review the evidence that distraction suppression evident in behavior, neuronal firing, scalp electroencephalography, and hemodynamic change is important for protecting target processing during perception and also for protecting targets held in working memory. Importantly, attentional control also appears to be central to performance on Gf assessments. Consistent with this evidence, forms of cognitive training that increase ability to ignore distractions (e.g., working memory training and perceptual training) not only affect the DAN but also affect transfer to Gf.
CONCLUSIONS
Our hypothesis is supported by existing evidence. However, to advance the field of cognitive training, it is necessary that competing hypotheses on mechanisms of far transfer of cognitive training be advanced and empirically tested. (PsycINFO Database Record
Topics: Attention; Humans; Intelligence; Memory, Short-Term; Practice, Psychological; Transfer, Psychology
PubMed: 26569030
DOI: 10.1037/neu0000235