dual n-back training reddit

Dual N-back Training Reddit - 2 Max Planck Institute for Human Development, Center for Lifespan Psychology, 14195 Berlin, Germany, 3 University Clinic Hamburg-Eppendorf, Clinic and Polyclinic for Psychiatry and Psychiatry, 20246 Hamburg, Germany and

1 Humboldt-Universität zu Berlin, Faculty of Life Sciences, Department of Psychology, 12489 Berlin, Germany, 4 Martin-Luther-University Halle-Wittenberg, Department of Psychology, 06108 Halle, Germany

Dual N-back Training Reddit

The backward working memory (WM) learning paradigm (involving auditory and visual stimuli) has received much attention because studies have shown extensive transfer effects. Incorporating a multi-dimensional component, the task requires human cognitive systems. We check if it is a double

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Reversal learning improves general cognitive resources or the updating process of WM in participants. We expect: (1) broad transfer effects and recruitment of common neural networks by learning and transfer tasks and (2) narrow transfer results and does not transfer only general activation networks, but instead focuses activation on the striatum, which is WM. Associated with update processes. The training group showed transfer in the bilateral WM updating task, but not in versions of the same learning or transfer task. They also showed decreased neuronal overlap between training and transfer from pretest to posttest and increased striatal activation in both tasks. Furthermore, we found an association between increased striatal activation and behavioral improvement. Control groups did not show carryover or change in repetitive activation or amount of striatal activation from pre-test to post-test. We conclude that rather than improving general cognitive resources (which require transfer effects across all transfer tasks and generate frontal activation between transfer tasks), dual

Significance Statement The present study provides a better understanding of the cognitive and neural effects of learning and working memory (WM) transfer. It shows the man

Reversal learning primarily improves specific WM updating processes, and this improvement results in limited transfer of effects to tasks involving the same processes. At the neuronal level, this is accompanied by increased neural activation in the striatum associated with WM updating. The present findings challenge the dualistic view

Back training leads to a general increase in the WM system located in the frontal part of the brain and its neural bases. Instead, the findings suggest the importance of specific brain regions involved in important cognitive processes during learning and task transfer.

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Several studies have shown that working memory (WM) can be trained (Lustig et al., 2009; von Bastian and Oberauer, 2014; Au et al., 2015). Double

Reversal learning can improve fluid intelligence (Jaeggi et al., 2008; but see Radick et al., 2013), and some studies have shown that transfer from dual

Learning to return to executive functions and attention (Salminen et al., 2012; Lilienthal et al., 2013). These broad effects suggest that task complexity may be best at enhancing cognitive resources in general rather than at enhancing limited, task-specific processes.

Feedback learning generally or alternatively, improves cognitive resources in task-specific processes. The neural basis of duality

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A posterior task likely engages the prefrontal cortex (PFC) more strongly than a unimodal task because activation in the frontoparietal WM network is associated with both verbal and visual WM (Klingberg, 2006; Takeuchi et al., 2011). Recent models place integration and coordination of bilateral functions in the PFC, which is also responsible for other executive functions (Baddeley & Della Sala, 1996; Miller & Cohen, 2001).

Return (Jaeggi et al., 2008). Learning a common frontoparietal WM network should improve cognitive tasks that use the same network (Klingberg, 2010). This general redundancy hypothesis predicts that if training significantly engages the frontoparietal WM network and produces similar patterns of transfer task activation, then (a) extensive training of this network will lead to general increases in cognitive resources, and (b) recurrent neural activation. . Facilitate transfer (see: Jonides, 2004).

An alternative hypothesis predicts that the effects of WM training will transfer only if the training improves specific cognitive processes required for both learning and transfer tasks. Dalin et al. (2008) Transfer after updating WM training

A reversal task that resembles a learning task about updating processes but not a Stroop task that involves inhibition but not updating processes. By examining neural activation patterns, the authors demonstrated that activation across the three tasks in the frontoparietal WM network did not induce transfer; Critical activation of learning repetition and

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Feedback function in the striatum and learning-related increases in this repetition. Models attribute the WM updating process to the striatum (O'Reilly and Frank, 2006; O'Reilly, 2006). Therefore, learning was process-specific (regarding WM updating) and did not lead to general cognitive enhancement (cf.

By examining adjacent transfer effects (Karbach and Verhagen, 2014) for other WM tasks and related neural changes, we aimed to clarify the nature of transfer conditions and post-dual learning effects.

Since feedback learning enhances general cognitive resources, we expect (1) general improvements over multiple untrained single versions;

Retrieval (auditory-verbal and visuo-social) and transfer to untrained WM updating tasks (single auditory-verbal, single visual and bilateral) after dual

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Responsive learning. Also, (2) neural overlap of a common frontoparietal network between learning and transfer tasks produces transfer.

As reversal learning enhances relatively narrow task processes, we expected transfer only to the dual WM update task, but not to the single one.

Backward updating and single WM tasks because participants are not trained to process these stimuli separately. Importantly, transfer should be associated with increased activation in a specific region of the renewal process, the striatum.

Retraining program (mean age 24.4 years, SD 4.0 years, range 20–32 years, 6 men). Because we were particularly interested in the importance of the unique complexity of the task due to the bilateral component, an active control group was recruited for training in a bilateral subtask.

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Support training program (mean age 24.1 years, SD 3.1 years, range 19–29 years, 4 men). As a third group, 18 participants (mean age 25.0 years, SD 4.0 years, range 19–33 years, 7 males) were assigned to a passive control group (no contact) who received no training but only participated in the pre-test. was Post-test sessions. The groups did not differ significantly in terms of age distribution or gender (both

> 0.54). All participants were right-handed and reported normal or corrected-to-normal vision and normal hearing and were compensated €8/hour for participation.

16 consecutive days of training (excluding holidays); See Figure 1 for study design. The training group practices in pairs

For 30 min per day on the feedback task and the active control group trained on each of their training tasks (AV and VS).

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Feedback tasks) active for 30 minutes per day Since the training time of the control group was about 60 minutes per day, the training group watched a 30-minute documentary at the end of each training session. This made it possible for the training participants and the active control group to spend some time in the laboratory conditions. Participants were not informed about the purpose of showing the films.

Previous literature has shown significant learning and transfer effects after 3 weeks or 8 hours of training (Jeggi et al., 2008; Klingberg, 2010). The amount of training in the present study is a total of 8 hours and therefore meets the recommendations of this study. Before and after the training period, all participants took part in an MRI scanning session, as well as behavioral pre-tests and post-tests. Pre- and post-behavioral tests were conducted to compare the behavioral changes between the groups, specifically to assess the behavioral changes of the control groups bilaterally.

Feedback tasks (in the scanner, tasks include only 0- and 2 levels, which do not provide a reliable assessment of improvement). The post-training scanning session took place on the day immediately following the last day of training (same as for the passive control group that did not participate in training). Before starting the experimental session, each participant was informed about the experimental procedure. In addition, participants filled out a questionnaire to confirm their eligibility for MRI measurements, were informed about the MRI method, and signed an informed consent form. At the end of the first session, participants were instructed about the fMRI tasks, and finally they practiced each task for two runs. Participants in the academic group and the active control group did not yet know what their academic work entailed.

Response tasks (Buschkuehl et al., 2007). In the AV task, participants were presented with letters via headphones, and in the VS task, they saw blue squares in eight different locations on a computer screen. Letters and squares were presented simultaneously so that each stimulus appeared for 500 ms, followed by an interstimulus interval of 2500 ms. It started each training period

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Back level 2, so participants were instructed to respond whenever the currently presented item was the same as the item presented 2 steps back. However, in each training session, the task was adapted until the participant responded

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