Psychonomic Bulletin & Review

, Volume 21, Issue 3, pp 620–628

What counts as evidence for working memory training? Problems with correlated gains and dichotomization

Theoretical Review

DOI: 10.3758/s13423-013-0560-7

Cite this article as:
Tidwell, J.W., Dougherty, M.R., Chrabaszcz, J.R. et al. Psychon Bull Rev (2014) 21: 620. doi:10.3758/s13423-013-0560-7

Abstract

The question of whether computerized cognitive training leads to generalized improvements of intellectual abilities has been a popular, yet contentious, topic within both the psychological and neurocognitive literatures. Evidence for the effective transfer of cognitive training to nontrained measures of cognitive abilities is mixed, with some studies showing apparent successful transfer, while others have failed to obtain this effect. At the same time, several authors have made claims about both successful and unsuccessful transfer effects on the basis of a form of responder analysis, an analysis technique that shows that those who gain the most on training show the greatest gains on transfer tasks. Through a series of Monte Carlo experiments and mathematical analyses, we demonstrate that the apparent transfer effects observed through responder analysis are illusory and are independent of the effectiveness of cognitive training. We argue that responder analysis can be used neither to support nor to refute hypotheses related to whether cognitive training is a useful intervention to obtain generalized cognitive benefits. We end by discussing several proposed alternative analysis techniques that incorporate training gain scores and argue that none of these methods are appropriate for testing hypotheses regarding the effectiveness of cognitive training.

Keywords

Cognitive trainingHuman memory and learningIndividual differencesMemory capacityStatistical inference

Supplementary material

13423_2013_560_MOESM1_ESM.pdf (37 kb)
ESM 1(PDF 36 kb)

Copyright information

© Psychonomic Society, Inc. 2013

Authors and Affiliations

  • Joe W. Tidwell
    • 1
    • 3
  • Michael R. Dougherty
    • 1
    • 3
  • Jeffrey R. Chrabaszcz
    • 1
  • Rick P. Thomas
    • 2
  • Jorge L. Mendoza
    • 2
  1. 1.University of MarylandCollege ParkUSA
  2. 2.University of OklahomaNormanUSA
  3. 3.Department of PsychologyUniversity of MarylandCollege ParkUSA