The Relationship Between Intelligence and Training Gains is Moderated by Training Strategy

dc.contributor.ISNI0000 0001 2852 4218 (Basak, C)en_US
dc.contributor.authorLee, H.en_US
dc.contributor.authorBoot, W. R.en_US
dc.contributor.authorBaniqued, P. L.en_US
dc.contributor.authorVoss, M. W.en_US
dc.contributor.authorPrakash, R. S.en_US
dc.contributor.authorBasak, Chandramallika (UT Dallas)en_US
dc.contributor.authorKramer, A. F.en_US
dc.date.accessioned2016-12-16T22:59:21Z
dc.date.available2016-12-16T22:59:21Z
dc.date.created2015-04-10
dc.description.abstractWe examined the relationship between training regimen and fluid intelligence in the learning of a complex video game. Fifty non-game-playing young adults were trained on a game called Space Fortress for 30 hours with one of two training regimens: 1) Hybrid Variable-Priority Training (HVT), with part-task training and a focus on improving specific skills and managing task priorities, and 2) Full Emphasis Training (FET) in which participants practiced the whole game to obtain the highest overall score. Fluid intelligence was measured with the Raven's Progressive Matrix task before training. With FET, fluid intelligence was positively associated with learning, suggesting that intellectual ability played a substantial role in determining individual differences in training success. In contrast, with HVT, fluid intelligence was not associated with learning, suggesting that individual differences in fluid intelligence do not factor into training success in a regimen that emphasizes component tasks and flexible task coordination. By analyzing training effects in terms of individual differences and training regimens, the current study offers a training approach that minimizes the potentially limiting effect of individual differences.en_US
dc.description.sponsorshipOffice of Naval Research (Grant no. N000140710903).en_US
dc.identifier.bibliographicCitationLee, H., W. R. Boot, P. L. Baniqued, M. W. Voss, et al. 2015. "The relationship between intelligence and training gains is moderated by training strategy." PLOS One 10(4).en_US
dc.identifier.issn1932-6203en_US
dc.identifier.issue4en_US
dc.identifier.urihttp://hdl.handle.net/10735.1/5175
dc.identifier.volume10en_US
dc.language.isoenen_US
dc.publisherPublic Library of Scienceen_US
dc.relation.urihttp://dx.doi.org/10.1371/journal.pone.0123259en_US
dc.rightsCC BY 4.0 (Attribution)en_US
dc.rights©2015 The Authorsen_US
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_US
dc.source.journalPLOS Oneen_US
dc.subjectYoung adultsen_US
dc.subjectHistorically Controlled Studyen_US
dc.subjectProblem solvingen_US
dc.subjectIntellecten_US
dc.subjectAdult learningen_US
dc.subjectIntelligenceen_US
dc.subjectVideo gamesen_US
dc.subjectExplicit memoryen_US
dc.titleThe Relationship Between Intelligence and Training Gains is Moderated by Training Strategyen_US
dc.typeTexten_US
dc.type.genrearticleen_US

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