Research Byte: Is General Intelligence Little More Than the Speed of Higher-Order Processing?

Although a small sample, this is still and interesting study. The results are consistent with the continued nexus of the g, Gf, Gwm, attentional control and speed of higher order processing (especially P300 in ERP’s), white matter tract integrity and the PFIT model of intelligence as well as the recent process overlap theory (POT) of g.

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Article link.

Anna-Lena Schubert, Dirk Hagemann, and Gidon T. Frischkorn Heidelberg University

ABSTRACT

Individual differences in the speed of information processing have been hypothesized to give rise to individual differences in general intelligence. Consistent with this hypothesis, reaction times (RTs) and latencies of event-related potential have been shown to be moderately associated with intelligence. These associations have been explained either in terms of individual differences in some brain-wide property such as myelination, the speed of neural oscillations, or white-matter tract integrity, or in terms of individual differences in specific processes such as the signal-to-noise ratio in evidence accumulation, executive control, or the cholinergic system. Here we show in a sample of 122 participants, who completed a battery of RT tasks at 2 laboratory sessions while an EEG was recorded, that more intelligent individuals have a higher speed of higher-order information processing that explains about 80% of the variance in general intelligence. Our results do not support the notion that individuals with higher levels of general intelligence show advantages in some brain-wide property. Instead, they suggest that more intelligent individuals benefit from a more efficient transmission of information from frontal attention and working memory processes to temporal-parietal processes of memory storage.

Keywords: ERP latencies, event-related potentials, intelligence, processing speed, reaction times



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Musicians have better memory than nonmusicians: A meta-analysis

More research, this time a meta-analysis, documenting the cognitive benefits of musical training. I better not show this to my mother who never liked the fact that I only took one year of piano:)

Musicians have better memory than nonmusicians: A meta-analysis

Francesca Talamini, Gianmarco Altoè, Barbara Carretti, Massimo Grassi

Abstract

The three meta-analyses revealed a small effect size for long-term memory, and a medium effect size for short-term and working memory, suggesting that musicians perform better than nonmusicians in memory tasks. Moreover, the effect of the moderator suggested that, the type of stimuli influences this advantage.

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Research byte: More on the critical importance of attentional control (AC)--this time in sports performance

The ever growing body of research re the importance of the construct of attentional control (AC) in all kinds of human performance is, IMHO, one of the most important findings in cognitive psychology during the past few years.  In my opinion, improving AC may be one of the key's to effective brain training/fitness programs.  Also, differences in the AC of individuals has important implications for understanding differences in cognitive functioning.

Journal of Applied Research in Memory and Cognition

Available online 10 June 2016

In Press, Corrected Proof — Note to users

Target Article

Working Memory, Attentional Control, and Expertise in Sports: A Review of Current Literature and Directions for Future Research

• Philip Furley^a, ,
• Greg Wood^b

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doi:10.1016/j.jarmac.2016.05.001

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The aim of the present review was to investigate the theoretical framework of working memory as it relates to the control of attention in sport and thereby apply cognitive psychological theory to sports, but also use the sports domain to advance cognitive theory. We first introduce dual-process theories as an overarching framework for attention-related research in sports. Then a central mechanism is highlighted how working memory is involved in the control of attention in sports by reviewing research demonstrating that the activated contents in working memory control the focus of attention. The second part of the paper reviews literature showing that working memory capacity is an important individual difference variable that is predictive of controlling attention in a goal-directed manner and avoiding distraction and interference in sports. Finally, we address the question whether differences in working memory capacity contribute to sport expertise.

Keywords

• Dual-process;
• Working memory;
• Attention;
• Sport;
• Individual differences

Research byte: Multi-domain training may improve attentional control (AC) in older adults

Multi-domain training enhances attentional control.

Binder, Julia C.; Martin, Mike; Zöllig, Jacqueline; Röcke, Christina; Mérillat, Susan; Eschen, Anne; Jäncke, Lutz; Shing, Yee Lee

Psychology and Aging, Vol 31(4), Jun 2016, 390-408. http://dx.doi.org.ezp1.lib.umn.edu/10.1037/pag0000081

Abstract

Multi-domain training potentially increases the likelihood of overlap in processing components with transfer tasks and everyday life, and hence is a promising training approach for older adults. To empirically test this, 84 healthy older adults aged 64 to 75 years were randomly assigned to one of three single-domain training conditions (inhibition, visuomotor function, spatial navigation) or to the simultaneous training of all three cognitive functions (multi-domain training condition). All participants trained on an iPad at home for 50 training sessions. Before and after the training, and at a 6-month follow-up measurement, cognitive functioning and training transfer were assessed with a neuropsychological test battery including tests targeting the trained functions (near transfer) and transfer to executive functions (far transfer: attentional control, working memory, speed). Participants in all four training groups showed a linear increase in training performance over the 50 training sessions. Using a latent difference score model, the multi-domain training group, compared with the single-domain training groups, showed more improvement on the far transfer attentional control composite. Individuals with initially lower baseline performance showed higher training-related improvements, indicating that training compensated for lower initial cognitive performance. At the 6-month follow-up, performance on the cognitive test battery remained stable. This is one of the first studies to investigate systematically multi-domain training including comparable single-domain training conditions. Our findings suggest that multi-domain training enhances attentional control involved in handling several different tasks at the same time, an aspect in everyday life that is particularly challenging for older people. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Positive Cogmed working memory training study--math and reading

Front Psychol. 2015; 6: 1711.

Published online 2015 Nov 10. doi:  10.3389/fpsyg.2015.01711

PMCID: PMC4639603

Working Memory Training is Associated with Long Term Attainments in Math and Reading

Stina Söderqvist^* and Sissela Bergman Nutley

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Abstract

Training working memory (WM) using computerized programs has been shown to improve functions directly linked to WM such as following instructions and attention. These functions influence academic performance, which leads to the question of whether WM training can transfer to improved academic performance. We followed the academic performance of two age-matched groups during 2 years. As part of the curriculum in grade 4 (age 9–10), all students in one classroom (n = 20) completed Cogmed Working Memory Training (CWMT) whereas children in the other classroom (n = 22) received education as usual. Performance on nationally standardized tests in math and reading was used as outcome measures at baseline and two years later. At baseline both classes were normal/high performing according to national standards. At grade 6, reading had improved to a significantly greater extent for the training group compared to the control group (medium effect size, Cohen’s d = 0.66, p = 0.045). For math performance the same pattern was observed with a medium effect size (Cohen’s d = 0.58) reaching statistical trend levels (p = 0.091). Moreover, the academic attainments were found to correlate with the degree of improvements during training (p < 0.053). This is the first study of long-term (>1 year) effects of WM training on academic performance. We found performance on both reading and math to be positively impacted after completion of CWMT. Since there were no baseline differences between the groups, the results may reflect an influence on learning capacity, with improved WM leading to a boost in students’ capacity to learn. This study is also the first to investigate the effects of CWMT on academic performance in typical or high achieving students. The results suggest that WM training can help optimize the academic potential of high performers.

Keywords: working memory training, academic attainment, cognitive training, cogmed, educational psychology

Brain/cognitive training programs and transfer: More support for explanatory domain-general attentional control (AC) mechanism as significant key to effectivness

Another research review article that supports my hypothesis, which was invoked to explain the impact of Interactive Metronome (IM) on cognitive outcomes, that the primary mechanism of successful brain fitness or training programs may be the degree to which each program focuses on strengthening attention control (AC in CHC theory; aka, focus).  My report/white paper can be found here.  Additional information (including You Tube video presentation) available here.

The Mechanisms of Far Transfer From Cognitive Training: Review and Hypothesis.

Greenwood, Pamela M.; Parasuraman, Raja Neuropsychology, Nov 16 , 2015, No Pagination Specified. http://dx.doi.org.ezp1.lib.umn.edu/10.1037/neu0000235

Abstract

• 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 (c) 2015 APA, all rights reserved)

Overview of the figure from MindHub Pub that summarizes the the hypothesis that IM, as well as other brain training programs, may be effective the more they impact the brain networks that underlie the attentional control (AC) system.  Click to enlarge

Research Byte: Children's working memory stability is frequently fluctuating across tasks, time within a day, and across days

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This study that is a good reminder to us who engage in cognitive testing.  What we may find during 1-1 clinical testing may not generalize 100% to real world.  In this study, varying trait stability of working memory during normal school days was found to be significant, with more variability (lack of stability) for some individuals.  I think teachers see this all the time.  This could also suggest that maybe brain-based working memory training programs should be targeted at those children who show the most time-to-time variability in working memory.

Research byte: Excellent description of similarities and differences of three primary models of working memroy

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Tuesday, February 24, 2015

11:18 AM

Research Byte: Strong working memory (WM)--fluid intelligence (Gf) relationship not due to time allowed on both sets of tasks

Very good article that does not support Chuderski's research that had suggested a relationship between time on task (not the same as cognitive processing speed-Gs) and fluid reasoning or working memory. The current study reinforces the very high (but not 1.0) effect size from working memory to Gf. However, how much time an individual (at least for young adults) spends on working memory or fluid tasks does not explain the strong WM--Gf relation. Generalization to children and the elderly cannot be made without further research.

What I find particularly interesting is the authors hypothesis that one possible general mechanism explanation for the WM-->Gf link is temporal based processing of information. This is consistent with the temporal power resolution hypotheses (or temporal g) of Rammsayer and colleagues and a large body of research I have reported at the Brain Clock blog. If you visit that link, pay particular attention to the MindHub Pub2 that presents a three-level hypothesized model for understanding the IM effect. Note that at the lowest neurocognitive and biological level of intelligence research, I have hypothesized that temporal g (and not Jensen's reaction time g) may be one of the key domain-general mechanisms driving critical cognitive abilities, especially working memory and fluid intelligence.

As per the recent four-level reductionistic framework (see brief 10 minute video explanation) I have offered to organize intelligence related research (adapted from Earl Hunt's work), the current study links research at the psychometric, information processing, and neurocognitive and biological (neural efficiency) levels.

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Does working memory training work? For whom..and why or why not?

"Under which circumstances, and for which person, can WM be improved and why?"


The above title is a quote from a new article by van Basian and Oberauer (2013) that provides a balanced treatment of issues that should be examined when evaluating the wave of working memory training articles that are being published at a steady stream. They reviewed over 40 different working memory intervention studies. I particularly like the visual model of possible factors/mechanisms that should be considered.
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