To Switch or Not to Switch: Role of Cognitive Control in Working Memory Training in Older Adults

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dc.contributor.ISNI0000 0001 2852 4218 (Basak, C)
dc.contributor.authorBasak, Chandramallikaen_US
dc.contributor.authorO'Connell, Margaret A.en_US
dc.date.accessioned2016-03-29T20:33:19Z
dc.date.available2016-03-29T20:33:19Z
dc.date.created2016-03-02
dc.description.abstractIt is currently not known what are the best working memory training strategies to offset the age-related declines in fluid cognitive abilities. In this randomized clinical double-blind trial, older adults were randomly assigned to one of two types of working memory training one group was trained on a predictable memory updating task (PT) and another group was trained on a novel, unpredictable memory updating task (UT). Unpredictable memory updating, compared to predictable, requires greater demands on cognitive control (Basak and Verhaeghen, 2011a). Therefore, the current study allowed us to evaluate the role of cognitive control in working memory training. All participants were assessed on a set of near and far transfer tasks at three different testing sessions before training, immediately after the training, and 1.5 months after completing the training. Additionally, individual learning rates for a comparison working memory task (performed by both groups) and the trained task were computed. Training on unpredictable memory updating, compared to predictable, significantly enhanced performance on a measure of episodic memory, immediately after the training. Moreover, individuals with faster learning rates showed greater gains in this episodic memory task and another new working memory task; this effect was specific to UT. We propose that the unpredictable memory updating training, compared to predictable memory updating training, may a better strategy to improve selective cognitive abilities in older adults, and future studies could further investigate the role of cognitive control in working memory training.en_US
dc.description.sponsorshipThis research was supported in part by Faculty Research Initiative grants from University of Texas at Dallas to CB.en_US
dc.identifier.bibliographicCitationBasak, Chandramallika, and Margaret A. O'Connell. 2016. "To Switch or Not to Switch: Role of Cognitive Control in Working Memory Training in Older Adults." Frontiers in Psychology 7(230), doi: 10.3389/fpsyg.2016.00230en_US
dc.identifier.issn1664-1078en_US
dc.identifier.issue230en_US
dc.identifier.urihttp://hdl.handle.net/10735.1/4825
dc.identifier.volume7en_US
dc.language.isoenen_US
dc.publisherFrontiers Media SAen_US
dc.relation.urihttp://dx.doi.org/10.3339/fpsyg.2016.00230en_US
dc.rightsCC BY 4.0 (Attribution)en_US
dc.rights©2016 The Authorsen_US
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_US
dc.source.journalFrontiers in Psychologyen_US
dc.subjectShort-Term Memoryen_US
dc.subjectIndividual differencesen_US
dc.subjectTask Performance and Analysisen_US
dc.subjectExecutive Functionen_US
dc.subjectAttentionen_US
dc.subjectAlzheimer's diseaseen_US
dc.subjectAgingen_US
dc.subjectIntellecten_US
dc.titleTo Switch or Not to Switch: Role of Cognitive Control in Working Memory Training in Older Adultsen_US
dc.typeTexten_US
dc.type.genrearticleen_US

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