1689-927X Czy treningi poznawcze mogą być skuteczne? Can cognitive training be effective? Sarzyńska Justyna author Żelechowska Dorota author Polska Akademia Nauk, Warszawa Uniwersytet Adama Mickiewicza w Poznaniu Correspondence to: Justyna Sarzyńska Correspondence to: Dorota Żelechowska 16 03 2017 Tom 9 2016 37 50 Copyright © 2017 2017 1 Alloway, T.P., Alloway, R.G. (2009). The efficacy of working memory training in improving crystallized intelligence. Nature Precedings, hdl:10101/npre.2009.3697.1. 2 Ang, S.Y., Lee, K., Cheam, F., Poon, K., Koh, J. (2015). Updating and working memory training: immediate improvement, long-term maintenance, and generalisability to non-trained tasks. Journal of Applied Research in Memory and Cognition, 4(2), 121–128. 3 Anguera, J.A., Bernard, J.A., Jaeggi, S.M., Buschkuehl, M., Benson, B.L., Jennett, S., ... Seidler, R.D. (2012). The effects of working memory resource depletion and training on sensorimotor adaptation. Behavioural Brain Research, 228(1), 107–115. 4 Bąbel, P., Baran, B. (2011). Trening pamięci: projektowanie, realizacja, techniki i ćwiczenia. Warszawa: Difin. 5 Beck, S.J., Hanson, C.A., Puffenberger, S.S., Benninger, K.L., Benninger, W.B. (2010). A controlled trial of working memory training for children and adolescents with ADHD. Journal of Clinical Child & Adolescent Psychology, 39(6), 825–836. 6 Bergman Nutley, S., Söderqvist, S., Bryde, S., Thorell, L.B., Humphreys, K., Klingberg, T. (2011). Gains in fluid intelligence after training non‐verbal reasoning in 4‐year‐old children: A controlled, randomized study. Developmental Science, 14(3), 591–601. 7 Blackwell, L.S., Trzesniewski, K.H., Dweck, C.S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263. 8 Brehmer, Y., Rieckmann, A., Bellander, M., Westerberg, H., Fischer, H., Bäckman, L. (2011). Neural correlates of training-related working-memory gains in old age. Neuroimage, 58(4), 1110–1120. 9 Brzezińska, A.I., Nowotnik, A. (2012). Funkcje wykonawcze a funkcjonowanie dziecka w śro-dowisku przedszkolnym i szkolnym. Edukacja, 1, 61–74. 10 Cacioppo, J.T., Petty, R.E. (1982). The need for cognition. Journal of Personality and Social Psychology, 42, 116–131. 11 Chein, J.M., Morrison, A.B. (2010). Expanding the mind’s workspace: Training and transfer effects with a complex working memory span task. Psychonomic Bulletin & Review, 17(2), 193–199. 12 Chooi, W.T., Thompson, L.A. (2012). Working memory training does not improve intelligence in healthy young adults. Intelligence, 40(6), 531–542. 13 Colom, R., Quiroga, M.Á., Shih, P.C., Martínez, K., Burgaleta, M., Martínez-Molina, A., ... Ramírez, I. (2010). Improvement in working memory is not related to increased intelligence scores. Intelligence, 38(5), 497–505. 14 Conklin, H.M., Ashford, J.M., Clark, K.N., Martin-Elbahesh, K., Hardy, K.K., Merchant, T.E., Ogg, R.J., Jeha, S., Huang, L., Zhang, H. (2016). Long-term efficacy of computerized cognitive training among survivors of childhood cancer: A single-blind randomized controlled trial. Journal of Pediatric Psychology, 41(6). 15 Dahlin, E., Neely, A.S., Larsson, A., Bäckman, L., Nyberg, L. (2008). Transfer of learning after updating training mediated by the striatum. Science, 320(5882), 1510–1512. 16 Diebel, A., Feige, C., Gedschold, J., Goddemeier, A., Schulze, F., Weber, P. (1998). Computer assisted training of attention and concentration with healthy children. Praxis der Kinderpsychologie und Kinderpsychiatrie, 47(9), 641–656. 17 Dowsett, S.M., Livesey, D.J. (2000). The development of inhibitory control in preschool children: Effects of “executive skills” training. Developmental Psychobiology, 36(2), 161–174. 18 Dörrenbächer, S., Müller, P.M., Tröger, J., Kray, J. (2014). Dissociable effects of game elements on motivation and cognition in a task-switching training in middle childhood. Frontiers in Psychology, 5. 19 Dweck, C.S. (2000). Self-theories: Their Role in Motivation, Personality, and Development. London–New York: Psychology Press. 20 Gathercole, S.E., Dunning, D.L., Holmes, J. (2012). Cogmed training: Let’s be realistic about intervention research. Journal of Applied Research in Memory and Cognition, 1(3), 201–203. 21 Goldin, A.P., Hermida, M.J., Shalom, D.E., Costa, M.E., Lopez-Rosenfeld, M., Segretin, M.S., ... Sigman, M. (2014). Far transfer to language and math of a short software-based gaming intervention. Proceedings of the National Academy of Sciences, 111(17), 6443–6448. 22 Holmes, J., Gathercole, S.E. (2014). Taking working memory training from the laboratory into schools. Educational Psychology, 34(4), 440–450. 23 Holmes, J., Gathercole, S.E., Place, M., Dunning, D.L., Hilton, K.A., Elliott, J.G. (2009). Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD. Applied Cognitive Psychology, 24(6), 827–836. 24 Jaeggi, S.M., Buschkuehl, M., Jonides, J., Shah, P. (2011). Short- and long-term benefits of cognitive training. Proceedings of the National Academy of Sciences, 108(25), 10081–10086. 25 Jaeggi, S.M., Buschkuehl, M., Jonides, J., Perrig, W.J. (2008). Improving fluid intelligence with training on working memory. Proceedings of the National Academy of Sciences, 105(19), 6829–6833. 26 Jaeggi, S.M., Buschkuehl, M., Shah, P., Jonides, J. (2014). The role of individual differences in cognitive training and transfer. Memory & Cognition, 42(3), 464–480. 27 Jaeggi, S.M., Studer-Luethi, B., Buschkuehl, M., Su, Y.F., Jonides, J., Perrig, W.J. (2010). The relationship between n-back performance and matrix reasoning – implications for training and transfer. Intelligence, 38(6), 625–635. 28 Karbach, J., Kray, J. (2009). How useful is executive control training? Age differences in near and far transfer of task-switching training. Developmental Science, 12(6), 978–990. 29 Katz, B., Jaeggi, S., Buschkuehl, M., Stegman, A., Shah, P. (2014). Differential effect of motivational features on training improvements in school-based cognitive training. Frontiers in Human Neuroscience, 8, 242. 30 Kerns, K.A., Eso, K., Thomson, J. (1999). Investigation of a direct intervention for improving attention in young children with ADHD. Developmental Neuropsychology, 16(2), 273–295. 31 Klingberg, T. (2010). Training and plasticity of working memory.Trends in Cognitive Sciences,14(7), 317–324. 32 Klingberg, T., Fernell, E., Olesen, P.J., Johnson, M., Gustafsson, P., Dahlstrom, K. (2005). Computerized training of working memory in children with ADHD – a randomized, controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 44(2), 177–186. 33 Klingberg, T., Forssberg, H., Westerberg, H. (2002). Training of working memory in children with ADHD. Journal of Clinical and Experimental Neuropsychology, 24(6), 781–791. 34 Krejtz, I. (2012). Korepetycje poznawcze. Rola pamięci roboczej i kontroli uwagi w przewidywaniu osiągnięć szkolnych. Warszawa: Wydawnictwo Akademickie Sedno. 35 Kundu, B., Sutterer, D.W., Emrich, S.M., Postle, B.R. (2013). Strengthened effective connectivity underlies transfer of working memory training to tests of short-term memory and attention. The Journal of Neuroscience, 33(20), 8705–8715. 36 Li, S.C., Schmiedek, F., Huxhold, O., Röcke, C., Smith, J., Lindenberger, U. (2008). Working memory plasticity in old age: Practice gain, transfer, and maintenance. Psychology and Aging, 23(4), 731. 37 Loosli, S.V., Buschkuehl, M., Perrig, W.J., Jaeggi, S.M. (2012). Working memory training improves reading processes in typically developing children. Child Neuropsychology, 18(1), 62–78. 38 McNab, F., Varrone, A., Farde, L., Jucaite, A., Bystritsky, P., Forssberg, H., Klingberg, T. (2009). Changes in cortical dopamine D1 receptor binding associated with cognitive training. Science Signalling, 323(5915), 800–802. 39 Melby-Lervåg, M., Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49(2), 270–291. 40 Minear, M., Brasher, F., Guerrero, C.B., Brasher, M., Moore, A., Sukeena, J. (2016). A simultaneous examination of two forms of working memory training: Evidence for near transfer only. Memory & Cognition, 1–24. 41 Moody, D.E. (2009). Can intelligence be increased by training on a task of working memory? Intelligence, 37, 327–328. 42 Morrison, A.B., Chein, J.M. (2011). Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychonomic Bulletin & Review, 18(1), 46–60. 43 Mozolic, J.L., Long, A.B., Morgan, A.R., Rawley-Payne, M., Laurienti, P.J. (2011). A cognitive training intervention improves modality-specific attention in a randomized controlled trial of healthy older adults. Neurobiological Aging, 32(4), 655–668. 44 Olesen, P.J., Westerberg, H., Klingberg, T. (2004). Increased prefrontal and parietal activity after training of working memory. Nature Neuroscience, 7(1), 75–79. 45 Owen, A.M., Hampshire, A., Grahn, J.A., Stenton, R., Dajani, S., Burns, A.S., ... Ballard, C.G. (2010). Putting brain training to the test. Nature, 465(7299), 775–778. 46 Pugin, F., Metz, A.J., Stauffer, M., Wolf, M., Jenni, O.G., Huber, R. (2015). Working memory training shows immediate and long-term effects on cognitive performance in children. F1000Research, 3. 47 Redick, T.S., Shipstead, Z., Harrison, T.L., Hicks, K.L., Fried, D.E., Hambrick, D.Z., ... Engle, R.W. (2013). No evidence of intelligence improvement after working memory training: A randomized, placebo-controlled study. Journal of Experimental Psychology: General, 142(2), 359. 48 Richmond, L.L., Morrison, A.B., Chein, J.M., Olson, I.R. (2011). Working memory training and transfer in older adults. Psychology and Aging, 26(4), 813. 49 Rueda, M.R., Checa, P., Combita, L.M. (2012). Enhanced efficiency of the executive attention network after training in preschool children: immediate changes and effects after two months. Developmental Cognitive Neuroscience, 2, S192–S204. 50 Rueda, M.R., Rothbart, M.K., McCandliss, B.D., Saccomanno, L., Posner, M.I. (2005). Training, maturation, and genetic influences on the development of executive attention. Proceedings of the National Academy of Sciences of the United States of America, 102(41), 14931–14936. 51 Schmiedek, F., Lövdén, M., Lindenberger, U. (2010). Hundred days of cognitive training enhance broad cognitive abilities in adulthood: findings from the COGITO study. Frontiers in Aging Neuroscience, 2. 52 Seidler, R.D., Bernard, J.A., Buschkuehl, M., Jaeggi, S., Jonides, J., Humfleet, J. (2010). Cognitive training as an intervention to improve driving ability in the older adult. University of Michigan. 53 Shalev, L., Tsal, Y., Mevorach, C. (2007). Computerized progressive attentional training (CPAT) program: effective direct intervention for children with ADHD. Child Neuropsychology, 13(4), 382–388 54 Shavelson, R.J., Yuan, K., Alonzo, A.C., Klingberg, T., Andersson, M. (2008). On the impact of computerized cognitive training on working memory and fluid intelligence. W: D.C. Berliner, H. Kuppermintz (eds.), Contributions of Educational Psychology to Changing Institutions, Environments, and People (s. 1–11). New York: Routledge. 55 Shipstead, Z., Redick, T.S., Engle, R.W. (2010). Does working memory training generalize? Psychologica Belgica, 50(3–4), 3–4. 56 Shipstead, Z., Redick, T.S., Engle, R.W. (2012). Is working memory training effective? Psychological Bulletin, 138(4), 628–654. 57 Sternberg, R.J. (2008). Increasing fluid intelligence is possible after all. Proceedings of the National Academy of Sciences, 105(19), 6791–6792. 58 St Clair-Thompson, H., Stevens, R., Hunt, A., Bolder, E. (2010). Improving children’s working memory and classroom performance. Educational Psychology, 30(2), 203–219. 59 Studer-Luethi, B., Bauer, C., Perrig, W.J. (2016). Working memory training in children: Effectiveness depends on temperament. Memory & Cognition, 44(2), 171–186. 60 Studer-Luethi, B., Jaeggi, S.M., Buschkuehl, M., Perrig, W.J. (2012). Influence of neuroticism and conscientiousness on working memory training outcome. Personality and Individual Differences, 53(1), 44–49. 61 Thorell, L.B., Lindqvist, S., Bergman Nutley, S., Bohlin, G., Klingberg, T. (2008). Training and transfer effects of executive functions in preschool children. Developmental Science, 12(1), 106–113. 62 Tucha, O., Tucha, L., Kaumann, G., König, S., Lange, K.M., Stasik, D., ... Lange, K.W. (2011). Training of attention functions in children with attention deficit hyperactivity disorder. ADHD Attention Deficit and Hyperactivity Disorders, 3(3), 271–283. 63 von Bastian, C.C., Eschen, A. (2016). Does working memory training have to be adaptive? Psychological Research, 80(2), 181–194. 64 von Bastian, C.C., Oberauer, K. (2013). Distinct transfer effects of training different facets of working memory capacity. Journal of Memory and Language, 69(1), 36–58. 65 Wang, Z., Zhou, R., Shah, P. (2014). Spaced cognitive training promotes training transfer. Frontiers in Human Neuroscience, 8, 217. 66 Zhao, X., Wang, Y., Liu, D., Zhou, R. (2011). Effect of updating training on fluid intelligence in children. Chinese Science Bulletin, 56(21), 2202–2205.