Go to the article page in English / Pojdi na angleško stran članka
Napovedniki učinkovitosti treninga v različnih fazah treninga n-nazaj
Andrea Vranić, Marina Martinčević in Vedran Prpić
Polno besedilo (pdf) | Ogledi: 63 | Napisan v angleščini. | Objavljeno: 7. maj 2021
https://doi.org/10.20419/2021.30.530 | Citati: CrossRef (0)
Povzetek: Številne raziskave so preučevale učinkovitost različnih kognitivnih treningov, pri čemer je bil delovni spomin najpogosteje trenirana kognitivna funkcija. Največ pozornosti so bili deležni izvršilni vidiki delovnega spomina in pri tem je bilo še posebej temeljito raziskano posodabljanje informacij. V pričujoči raziskavi smo z uporabo dobro uveljavljene paradigme, tj. paradigme n-nazaj, želeli preučiti, kakšen je prispevek fluidne inteligentnosti oz. sklepanja (gf) in osebnosti (nevroticizma in vestnosti) k učinkovitosti treninga posodabljanja informacij. Udeleženci (N = 47) so v 15 seansah skozi 4 tedne izvajali trening z nalogo dvojnega n-nazaj. Pred treningom smo s testom CFT-3 izmerili njihovo sposobnost fluidnega sklepanja, s testom IPIP-100 njihovo osebnost, reševali pa so tudi nalogo obsega operativnega spomina (t. i. nalogo OSPAN). OSPAN smo izmerili še v treh dodatnih časovnih točkah (po 5., 10. in 15. seansi treninga). Podatke smo analizirali s postopki večnivojskega modeliranja. Prvotna hipoteza je bila delno potrjena: (1) trening je bil učinkovit, saj je dosežek na nalogi OSPAN s časom linearno naraščal, naraščanje pa je bilo podobno pri različnih udeležencih; (2) čeprav je bila funkcija naraščanja dosežka pri različnih udeležencih podobna, smo našli medosebne razlike v presečiščih; (3) te razlike smo lahko delno pojasnili z medosebnimi razlikami v sposobnosti fluidnega sklepanja, ne pa tudi z razlikami v osebnostnih potezah vestnosti in nevroticizma.
Ključne besede: trening delovnega spomina, obseg delovnega spomina, dvojni n-nazaj, vestnost, nevroticizem
Citiraj:
Vranić, A., Martinčević, M. in Prpić, V. (2021). Predictors of training efficacy during n-back training. Psihološka obzorja, 30, 129–137. https://doi.org/10.20419/2021.30.530
Seznam literature v članku
Allerhand, M. (2016). Longitudinal Data Analysis. Centre for Cognitive Ageing and Cognitive Epidemiology. http://www.ccace.ed.ac.uk/sites/default/files/longitudinal-2up_1.pdf
Altmann, E. M., & Gray, W. D. (2008). An integrated model of cognitive control in task switching. Psychological Review, 115, 602–639. CrossRef
Au, J., Sheehan, E., Tsai, N., Duncan, G. J., Buschkuehl, M., & Jaeggi, S. M. (2015). Improving fluid intelligence with training on working memory: A meta-analysis. Psychonomic Bulletin & Review, 22, 366–377. CrossRef
Backman, L., Hill R.D. & Forsell, Y. (1996). The influence of depressive symptomatology on episodic memory functioning among clinically nondepressed older adults. Journal of Abnormal Psychology, 105, 97–105. CrossRef
Barrouillet, P. (1996). Transitive inferences from set-inclusion relations and working memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 1408–1422. CrossRef
Brickenkamp, R. (1999). Test opterećenja pažnje: Priručnik za test d2 [Test of attention: Manual]. Naklada Slap.
Buschkuehl, M., Jaeggi, S. M., & Jonides, J. (2012). Neuronal effects following working memory training. Developmental Cognitive Neuroscience, 2, S167–S179. CrossRef
Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000). Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 85, 678–707. CrossRef
Conway, A. R. A., Kane, M. J., Bunting, M. F., Hambrick, D. Z., Wilhelm, O., & Engle, R. W. (2005). Working memory span tasks: A methodological review and user's guide. Psychonomic Bulletin & Review, 12, 769–786. CrossRef
Daneman, M., & Carpenter, P. A. (1983). Individual differences in integrating information between and within sentences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 561–584. CrossRef
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. CrossRef
Ecker, U. K. H., Lewandowsky, S., Oberauer, K., & Chee, A. E. H. (2010). The components of working memory updating: An experimental decomposition and individual differences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 170–189. CrossRef
Eysenck, M. W., & Calvo, M. G. (1992). Anxiety and performance: The processing efficiency theory. Cognition and Emotion, 6, 409–434. CrossRef
Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7, 336–353. CrossRef
Gajewski, P. D., Hanisch, E., Falkenstein, M., Thönes, S., & Wascher, E. (2018). What does the n-back task measure as we get older? Relations between working-memory measures and other cognitive functions across the lifespan. Frontiers in Psychology, 9, Article 2208. CrossRef
Goldberg, L. R. (1999). A broad-bandwidth, public domain, personality inventory measuring the lower-level facets of several five-factor models. In I. Mervielde, I. Deary, F. De Fruyt, & F. Ostendorf (Eds.), Personality Psychology in Europe (Vol. 7, pp. 7–28). Tilburg University Press.
Grimley, M., Dahraei, H., & Riding, R. J. (2008). The relationship between anxiety-stability, working memory and cognitive style. Educational studies, 34, 213–223. CrossRef
Hox, J. J. (2010). Quantitative methodology series: Multilevel analysis: Techniques and applications (2nd ed.) . Routledge/Taylor & Francis Group. CrossRef
Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Shah, P. (2011). Short- and long-term benefits of cognitive training. PNAS Proceedings of the National Academy of Sciences of the United States of America, 108, 10081–10086. CrossRef
Jaeggi, S. M., Buschkuehl, M., Shah, P., & Jonides, J. (2014). The role of individual differences in cognitive training and transfer. Memory & Cognition, 42, 464–480. CrossRef
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, 625–635. CrossRef
Kane, M. J., Conway, A. R. A., Miura, T. K., & Colflesh, G. J. H. (2007). Working memory, attention control, and the n-back task: A question of construct validity. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 615–622. CrossRef
Karbach, J. & Spengler, M. (2012). Who benefits the most? Individual differences in the transfer of executive control training in younger and older adults. In A. Bröder et al. (Eds.), Abstracts of the 54th Meeting for Experimental Psychologists (TEAP) , S. 64. Pabst.
Kirchner, W. K. (1958). Age differences in short-term retention of rapidly changing information. Journal of Experimental Psychology, 55, 352–358. CrossRef
Komarraju, M., & Karau, S. J. (2005). The relationship between the big five personality traits and academic motivation. Personality and Individual Differences, 39, 557–567. CrossRef
Kwok, O. M., Underhill, A. T., Berry, J. W., Luo, W., Elliott, T. R., & Yoon, M. (2008). Analyzing longitudinal data with multilevel models: An example with individuals living with lower extremity intra-articular fractures. Rehabilitation Psychology, 53, 370–386. CrossRef
Kyllonen, P. C., & Christal, R. E. (1990). Reasoning ability is (little more than) working-memory capacity?! Intelligence, 14, 389–433. CrossRef
Kyllonen, P. C., & Stephens, D. L. (1990). Cognitive abilities as determinants of success in acquiring logic skill. Learning and Individual Differences, 2, 129–160. CrossRef
Lampit, A., Hallock, H., & Valenzuela, M. (2014). Computerized cognitive training in cognitively healthy older adults: A systematic review and meta-analysis of effect modifiers. PLoS Medicine, 11(11), e1001756. CrossRef
Logie, R. H. (2011). The functional organization and capacity limits of working memory. Current Directions in Psychological Science, 20, 240–245. CrossRef
Lövdén, M., Brehmer, Y., Li, S. C., & Lindenberger, U. (2012). Training-induced compensation versus magnification of individual differences in memory performance. Frontiers in Human Neuroscience, 6, Article 141. CrossRef
Martocchio, J. J., & Judge, T. A. (1997). Relationship between conscientiousness and learning in employee training: Mediating influences of self-deception and self-efficacy. Journal of Applied Psychology, 82, 764–773. CrossRef
Matysiak, O., Kroemeke, A., & Brzezicka, A. (2019). Working memory capacity as a predictor of cognitive training efficacy in the elderly population. Frontiers in Aging Neuroscience, 11, 126. CrossRef
Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49, 270–291. CrossRef
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., & Howerter, A. (2000). The unity and diversity of executive functions and their contributions to complex "frontal lobe" tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100. CrossRef
Morris, N., & Jones, D. M. (1990). Memory updating in working memory: The role of the central executive. British Journal of Psychology, 81, 111–121. CrossRef
Naquin, S. S., & Holton, E. F. III. (2002). The effects of personality, affectivity, and work commitment on motivation to improve work through learning. Human Resource Development Quarterly, 13, 357–376. CrossRef
Pauwels, L., Chalavi, S., & Swinnen, S. P. (2018). Aging and brain plasticity. Aging, 10, 1789–1790. CrossRef
Penner, I-K, Vogt, A., Stöcklin, M, Gschwing, L, Opwis, K., & Calabrese, P. (2012). Computerised working memory training in healthy adults: A comparison of two different training schedules. Neuropsychological Rehabilitation, 22, 716–33. CrossRef
Redick, T. S., Shipstead, Z., Wiemers, E. A., Melby-Lervåg, M., & Hulme, C. (2015). What's working in working memory training? An educational perspective. Educational Psychology Review, 27, 617–633. CrossRef
Schmiedek, F., Lövdén, M., & Lindenberger, U. (2009). On the relation of mean reaction time and intraindividual reaction time variability. Psychology and Aging, 24, 841–857. CrossRef
Schmiedek, F., Lövdén, M., & Lindenberger, U. (2014). Younger adults show long-term effects of cognitive training on broad cognitive abilities over 2 years. Developmental Psychology, 50, 2304–2310. CrossRef
Schwaighofer, M., Fischer, F., & Bühner, M. (2015). Does working memory training transfer? A meta-analysis including training conditions as moderators. Educational Psychologist, 50, 138–166. CrossRef
Soveri, A., Antfolk, J., Karlsson, L., Salo, B., & Laine, M. (2017). Working memory training revisited: A multi-level meta-analysis of n-back training studies. Psychonomic Bulletin & Review, 24, 1077–1096. CrossRef
Studer-Luethi, B., Bauer, C. E., & Perrig, W. J. (2012a). Neuroticism affects working memory and training performance in regularly developed school children. International Journal for Cross-Disciplinary Subjects in Education, 3, 640–647. CrossRef
Studer-Luethi, B., Jaeggi, S. M., Buschkuehl, M., & Perrig, W. J. (2012b). Influence of neuroticism and conscientiousness on working memory training outcome. Personality and Individual Differences, 53, 44–49. CrossRef
Titz, C., & Karbach, J. (2014). Working memory and executive functions: Effects of training on academic achievement. Psychological Research, 78, 852–868. CrossRef
Tkalčević, B. (2013). Working memory training: Testing the effects of transfer and maintenance [Master's thesis]. Faculty of Humanities and Social Sciences.
Tkalčević, B., & Vranić, A. (2013). Working memory training: Transfer and maintenance effects. In G. Kuterovac Jagodić, I. Erceg Jugović, & A. Huić (Eds.), 21. days of Ramiro and Zoran Bujas: Book of abstracts (pp. 203–203). Faculty of Humanities and Social Sciences, University of Zagreb.
Tziner, A., Fisher, M., Senior, T., & Weisberg, J. (2007). Effects of trainee characteristics on training effectiveness. International Journal of Selection and Assessment, 15, 167–174. CrossRef
Unsworth, N., Heitz, R. P., Schrock, J. C., & Engle, R. W. (2005). An automated version of the operation span task. Behavior Research Methods, 37, 498–505. CrossRef
von Bastian, C. C., & Oberauer, K. (2014). Effects and mechanisms of working memory training: A review. Psychological Research, 78, 803–820. CrossRef
Vranić, A. (2011). Test prostornog slijeda. Centar za psihodijagnostičke instrumente.
Wiemers, E.A., Redick, T.S. & Morrison, A.B. (2019). The influence of individual differences in cognitive ability on working memory training gains. Journal of Cognitive Enhancement, 3, 174–185. CrossRef
Zatorre, R. J., Douglas Fields, R., & Johansen-Berg, H. (2012). Plasticity in gray and white: Neuroimaging changes in brain structure during learning. Nature Neuroscience, 15, 528–536. CrossRef
