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Article ; Online: The Relationship between Socioeconomic Status and Academic Achievement is Mediated and Moderated by Executive Functions.

Hu, Qiong / Zhou, Yanlin / Xu, Canmei / Xu, Cihua / Hu, Fengji / English, Alexander Scott / Buschkuehl, Martin / Jaeggi, Susanne M / Zhang, Qiong

Journal of youth and adolescence

2024

Abstract: Executive function is an underlying mechanism linking family socioeconomic status (SES) and academic achievement. Previous studies mainly investigated either the mediating or moderating role of executive function within this relationship, which either ... ...

Abstract	Executive function is an underlying mechanism linking family socioeconomic status (SES) and academic achievement. Previous studies mainly investigated either the mediating or moderating role of executive function within this relationship, which either overlook the individual differences that are independent of the environment or neglect the influence of the environment on shaping personal factors. To avoid a piecemeal approach to theory, the current study aimed to test the mediating and moderating roles of executive function in a single analytic model. Two hundred and thirty-six Chinese fifth graders (M
Language	English
Publishing date	2024-01-28
Publishing country	United States
Document type	Journal Article
ZDB-ID	186743-x
ISSN	1573-6601 ; 0047-2891
ISSN (online)	1573-6601
ISSN	0047-2891
DOI	10.1007/s10964-024-01941-8
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Article ; Online: Effects of non-symbolic arithmetic training on symbolic arithmetic and the approximate number system.

Au, Jacky / Jaeggi, Susanne M / Buschkuehl, Martin

Acta psychologica

2018 Volume 185, Page(s) 1–12

Abstract: The approximate number system (ANS) is an innate cognitive template that allows for the mental representation of approximate magnitude, and has been controversially linked to symbolic number knowledge and math ability. A series of recent studies found ... ...

Abstract	The approximate number system (ANS) is an innate cognitive template that allows for the mental representation of approximate magnitude, and has been controversially linked to symbolic number knowledge and math ability. A series of recent studies found that an approximate arithmetic training (AAT) task that draws upon the ANS can improve math skills, which not only supports the existence of this link, but suggests it may be causal. However, no direct transfer effects to any measure of the ANS have yet been reported, calling into question the mechanisms by which math improvements may emerge. The present study investigated the effects of a 7-day AAT and successfully replicated previously reported transfer effects to math. Furthermore, our exploratory analyses provide preliminary evidence that certain ANS-related skills may also be susceptible to training. We conclude that AAT has reproducible effects on math performance, and provide avenues for future studies to further explore underlying mechanisms - specifically, the link between improvements in math and improvements in ANS skills.
MeSH term(s)	Adolescent ; Adult ; Female ; Humans ; Learning/physiology ; Male ; Mathematics/methods ; Memory, Short-Term/physiology ; Problem Solving/physiology ; Random Allocation ; Young Adult
Language	English
Publishing date	2018-02-02
Publishing country	Netherlands
Document type	Journal Article
ZDB-ID	1480049-4
ISSN	1873-6297 ; 0001-6918
ISSN (online)	1873-6297
ISSN	0001-6918
DOI	10.1016/j.actpsy.2018.01.005
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Article ; Online: Change-detection training and its effects on visual processing skills.

Truong, Jennifer / Buschkuehl, Martin / Smith-Peirce, Rachel N / Carrillo, Audrey A / Seitz, Aaron R / Jaeggi, Susanne M

Scientific reports

2022 Volume 12, Issue 1, Page(s) 12646

Abstract: Previous cognitive training research with the change-detection paradigm found only sparse effects that went beyond improvements in the training task but stressed an increase in fidelity of internal memory representations. Motivated by the demanding ... ...

Abstract	Previous cognitive training research with the change-detection paradigm found only sparse effects that went beyond improvements in the training task but stressed an increase in fidelity of internal memory representations. Motivated by the demanding visual processing requirements of change-detection training, we extended this work by focusing on whether training on a change-detection task would improve visual processing skills. Fifty participants were randomly assigned to train on a change-detection task or on a control task for seven sessions. Participants' visual processing skills were assessed before and after the intervention, focusing on visual search, contrast sensitivity, and contour integration. Our results suggest a general improvement in perceptual skills that was primarily driven by a conjunction search task and to a much lesser extent by a complex visual search task and a contrast sensitivity task. The data from the conjunction search task further suggest a causal link between training and improvements of perceptual as opposed to attentional processes. Since the change-detection paradigm is commonly used to assess working memory capacity, future research needs to investigate how much of its variance is explained by memory performance and how much is explained by perceptual processes.
MeSH term(s)	Attention ; Cognition ; Humans ; Memory, Short-Term ; Visual Perception
Language	English
Publishing date	2022-07-25
Publishing country	England
Document type	Journal Article ; Randomized Controlled Trial ; Research Support, N.I.H., Extramural ; Research Support, Non-U.S. Gov't
ZDB-ID	2615211-3
ISSN	2045-2322 ; 2045-2322
ISSN (online)	2045-2322
ISSN	2045-2322
DOI	10.1038/s41598-022-15649-x
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Article ; Online: Quantifying the Difference between Active and Passive Control Groups in Cognitive Interventions Using two Meta-Analytical Approaches.

Au, Jacky / Gibson, Benjamin C / Bunarjo, Kimberly / Buschkuehl, Martin / Jaeggi, Susanne M

Journal of cognitive enhancement : towards the integration of theory and practice

2020 Volume 4, Issue 2, Page(s) 192–210

Abstract: Despite promising reports of broad cognitive benefit in studies of cognitive training, it has been argued that the reliance of many studies on no-intervention control groups (passive controls) make these reports difficult to interpret because placebo ... ...

Abstract	Despite promising reports of broad cognitive benefit in studies of cognitive training, it has been argued that the reliance of many studies on no-intervention control groups (passive controls) make these reports difficult to interpret because placebo effects cannot be ruled out. Although researchers have recently been trying to incorporate more active controls, in which participants engage in an alternate intervention, previous work has been contentious as to whether this actually yields meaningfully different results. To better understand the influence of passive and active control groups on cognitive interventions, we conducted two meta-analyses to estimate their relative effect sizes. While the first one broadly surveyed the literature by compiling data from 34 meta-analyses, the second one synthesized data from 42 empirical studies that simultaneously employed both types of controls. Both analyses showed no meaningful performance difference between passive and active controls, suggesting that current active control placebo paradigms might not be appropriately designed to reliably capture these non-specific effects or that these effects are minimal in this literature.
Language	English
Publishing date	2020-01-29
Publishing country	Switzerland
Document type	Journal Article
ZDB-ID	2860286-9
ISSN	2509-3304 ; 2509-3290
ISSN (online)	2509-3304
ISSN	2509-3290
DOI	10.1007/s41465-020-00164-6
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Article ; Online: EngAge - A metacognitive intervention to supplement working memory training: A feasibility study in older adults.

Jaeggi, Susanne M / Weaver, Alexandria N / Carbone, Elena / Trane, Francesca E / Smith-Peirce, Rachel N / Buschkuehl, Martin / Flueckiger, Christoph / Carlson, Madison / Jonides, John / Borella, Erika

Aging brain

2023 Volume 4, Page(s) 100083

Abstract: Working Memory (WM) training has shown promise in supporting cognitive functioning in older adult populations, but effects that generalize beyond the trained task have been inconsistent. Targeting cognitive processes in isolation might be a limiting ... ...

Abstract	Working Memory (WM) training has shown promise in supporting cognitive functioning in older adult populations, but effects that generalize beyond the trained task have been inconsistent. Targeting cognitive processes in isolation might be a limiting factor given that metacognitive and motivational factors have been shown to impact older adults' engagement with challenging cognitive activities, such as WM training. The current feasibility study implemented a novel metacognitive intervention in conjunction with WM training in older adults and examined its potential amplifying short- and long-term effects on cognitive and self-report outcomes as compared to WM or active control training alone. One-hundred and nineteen older adults completed a cognitive training over the course of 20 sessions at home. The cognitive training targeted either WM or general knowledge. In addition, one of the WM training groups completed a metacognitive program via group seminars. We tested for group differences in WM, inhibitory control, and episodic memory, and we assessed participants' perceived self-efficacy and everyday memory failures. At post-test, we replicated earlier work by demonstrating that participants who completed the WM intervention outperformed the active control group in non-trained WM measures, and to some extent, in inhibitory control. However, we found no evidence that the supplemental metacognitive program led to benefits over and above the WM intervention. Nonetheless, we conclude that our metacognitive program is a step in the right direction given the tentative long-term effects and participants' positive feedback, but more longitudinal data with larger sample sizes are needed to confirm these early findings.
Language	English
Publishing date	2023-07-07
Publishing country	Netherlands
Document type	Journal Article
ISSN	2589-9589
ISSN (online)	2589-9589
DOI	10.1016/j.nbas.2023.100083
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Article: Support of mathematical thinking through embodied cognition: Nondigital and digital approaches.

Tran, Cathy / Smith, Brandon / Buschkuehl, Martin

Cognitive research: principles and implications

2017 Volume 2, Issue 1, Page(s) 16

Abstract: Research on mathematics education has shown that learners' actions can influence how they think and vice versa. Much of this work has been rooted in the use of manipulatives, gestures, and body movements. Our article dissects the mechanisms that ... ...

Abstract	Research on mathematics education has shown that learners' actions can influence how they think and vice versa. Much of this work has been rooted in the use of manipulatives, gestures, and body movements. Our article dissects the mechanisms that underscore the impact of embodied activities and applies this lens to explore how to harness the affordances of new technology to enhance mathematical thinking. This is especially crucial given the increasing accessibility of technology-such as digital touch devices, 3D printers, and location sensors-for constructing embodied experiences. Providing guidance for incorporating those tools, we focus on the role that embodied cognition can play in communicating mathematical concepts as well as in allowing learners to experiment and evolve their ideas. To inspire future integration of theory in the development of technologically enhanced embodied mathematics experiences, we provide examples of how this can be done. Finally, we outline future directions in the areas of design, implementation, and assessment of embodied learning of mathematics.
Language	English
Publishing date	2017
Publishing country	England
Document type	Journal Article ; Review
ISSN	2365-7464
ISSN	2365-7464
DOI	10.1186/s41235-017-0053-8
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Article ; Online: The relation between effortful control and executive function training in preschoolers.

Dong, Peiqi / Li, Wei / Hu, Qiong / Wu, Tianqi / Jiang, Yiheng / Jin, Huan / Xu, Cihua / Buschkuehl, Martin / Jaeggi, Susanne M / Zhang, Qiong

Journal of experimental child psychology

2023 Volume 238, Page(s) 105778

Abstract: In recent years, the question of whether executive function (EF) is malleable has been widely documented. Despite using the same training tasks, transfer effects remain uncertain. Researchers suggested that the inconsistency might be attributed to ... ...

Abstract	In recent years, the question of whether executive function (EF) is malleable has been widely documented. Despite using the same training tasks, transfer effects remain uncertain. Researchers suggested that the inconsistency might be attributed to individual differences in temperamental traits. In the current study, we investigated how effortful control, a temperamental trait, would affect EF training outcomes in children. Based on parent rating, 79 6-year-old preschoolers were identified as having higher or lower effort control and were assigned to three conditions: working memory (WM) training, inhibitory control (IC) training, and a business-as-usual control group. Children completed assessments at baseline, 1 week after intervention (posttest), and 3 months after intervention (follow-up). As compared with the control group, the WM and IC training groups showed improvement in both trained tasks and nontrained measures. At baseline, children with higher effortful control scores showed greater WM capacity and better IC. Furthermore, effortful control was positively correlated with training gain in both training groups, with children with higher effortful control benefitting more through training. In the WM training group, effortful control was positively correlated with near transfer on WM outcomes both immediately and longitudinally. At posttest, the WM and IC training groups showed a positive correlation between effortful control and fluid intelligence performance. Our results underscore the importance of individual differences in training benefits, in particular the role of effortful control, and further illustrate the potential avenues for designing more effective individualized cognitive training programs to foster learning and optimize children's development.
MeSH term(s)	Child ; Humans ; Executive Function ; Learning ; Memory, Short-Term ; Intelligence ; Individuality
Language	English
Publishing date	2023-09-23
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	218137-x
ISSN	1096-0457 ; 0022-0965
ISSN (online)	1096-0457
ISSN	0022-0965
DOI	10.1016/j.jecp.2023.105778
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Article ; Online: Author Correction: Action video game play facilitates "learning to learn".

Zhang, Ru-Yuan / Chopin, Adrien / Shibata, Kengo / Lu, Zhong-Lin / Jaeggi, Susanne M / Buschkuehl, Martin / Green, C Shawn / Bavelier, Daphne

Communications biology

2021 Volume 4, Issue 1, Page(s) 1388

Language	English
Publishing date	2021-12-07
Publishing country	England
Document type	Published Erratum
ISSN	2399-3642
ISSN (online)	2399-3642
DOI	10.1038/s42003-021-02913-5
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Article ; Online: Action video game play facilitates "learning to learn".

Zhang, Ru-Yuan / Chopin, Adrien / Shibata, Kengo / Lu, Zhong-Lin / Jaeggi, Susanne M / Buschkuehl, Martin / Green, C Shawn / Bavelier, Daphne

Communications biology

2021 Volume 4, Issue 1, Page(s) 1154

Abstract: Previous work has demonstrated that action video game training produces enhancements in a wide range of cognitive abilities. Here we evaluate a possible mechanism by which such breadth of enhancement could be attained: that action game training enhances ... ...

Abstract	Previous work has demonstrated that action video game training produces enhancements in a wide range of cognitive abilities. Here we evaluate a possible mechanism by which such breadth of enhancement could be attained: that action game training enhances learning rates in new tasks (i.e., "learning to learn"). In an initial controlled intervention study, we show that individuals who were trained on action video games subsequently exhibited faster learning in the two cognitive domains that we tested, perception and working memory, as compared to individuals who trained on non-action games. We further confirmed the causal effect of action video game play on learning ability in a pre-registered follow-up study that included a larger number of participants, blinding, and measurements of participant expectations. Together, this work highlights enhanced learning speed for novel tasks as a mechanism through which action video game interventions may broadly improve task performance in the cognitive domain.
MeSH term(s)	Adult ; Attention ; Cognition ; Humans ; Learning ; Middle Aged ; Reaction Time ; Task Performance and Analysis ; Video Games/psychology ; Visual Perception ; Young Adult
Language	English
Publishing date	2021-10-14
Publishing country	England
Document type	Journal Article ; Research Support, N.I.H., Extramural ; Research Support, Non-U.S. Gov't ; Research Support, U.S. Gov't, Non-P.H.S.
ISSN	2399-3642
ISSN (online)	2399-3642
DOI	10.1038/s42003-021-02652-7
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Article ; Online: Advances in longitudinal MRI diagnostic tests.

Hernandez-Garcia, Luis / Buschkuehl, Martin

Expert opinion on medical diagnostics

2012 Volume 6, Issue 4, Page(s) 309–321

Abstract: Introduction: The past decade has seen an explosion of functional magnetic resonance imaging (MRI) studies in neuroscience. As the technology progresses, it is now possible to carry out longitudinal studies using functional MRI. Such studies can be used ...

Abstract	Introduction: The past decade has seen an explosion of functional magnetic resonance imaging (MRI) studies in neuroscience. As the technology progresses, it is now possible to carry out longitudinal studies using functional MRI. Such studies can be used to understand the progression of mental and neurological disorders and the effectiveness of different treatments by obtaining direct measures of brain activity as well as markers of tissue health and connectivity. Areas covered: We review six popular neuroimaging tools that can be used for longitudinal studies: blood oxygen level-dependent (BOLD)-weighted imaging, BOLD-based functional connectivity, arterial spin labeling, dynamic R2* imaging, voxel-based morphometry, and diffusion tensor imaging. Expert opinion: Each of these techniques is targeted to probe a specific feature of brain function or brain structure and can reveal important information about the progression of a pathological condition. We anticipate that in the near future, the MRI techniques discussed here may become standard tools in clinical use and will not be used for research purposes only.
Language	English
Publishing date	2012-07
Publishing country	England
Document type	Journal Article
ZDB-ID	2393880-8
ISSN	1753-0067 ; 1753-0059
ISSN (online)	1753-0067
ISSN	1753-0059
DOI	10.1517/17530059.2012.686995
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