@misc{KlieglSmithLindenbergeretal.1993,
  author    = {Kliegl, Reinhold and Smith, Jacqui and Lindenberger, Ulman and Mayr, Ulrich and Krampe, Ralf and Baltes, Paul B.},
  title     = {Max-Planck-Institut f{\"u}r Bildungsforschung Berlin},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-41124},
  year      = {1993},
  language  = {de}
}
@misc{KlieglSmithBaltes1990,
  author    = {Kliegl, Reinhold and Smith, Jacqui and Baltes, Paul B.},
  title     = {On the locus and process of magnification of age differences during mnemonic training},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-40336},
  year      = {1990},
  abstract  = {The focus of this study was on developmental reserve capacity in old age as revealed by testing-thelimits. We examined (a) the time course of training-related magnification of age differences in serial word recall and (b) predictability of training gains by pretest individual differences in cognitive abilities. In 20 sessions, young (n = 18) and old (n = 19) adults were taught to recall lists of 30 words using the Method of Loci. Age differences were magnified early in practice at long presentation times (20 s and 15 s per word) and later at 5 s per word. Regression of posttraining scores on various pretraining abilities revealed significant effects of digit symbol substitution. Also, consistent with the assumption of age-related decline in developmental reserve capacity, the unique variance in serial word recall associated with age group became more salient as the training unfolded.},
  language  = {en}
}
@misc{KlieglSmithBaltes1989,
  author    = {Kliegl, Reinhold and Smith, Jacqui and Baltes, Paul B.},
  title     = {Testing-the-limits and the study of adult age differences in cognitive plasticity of a mnemonic skill},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-40311},
  year      = {1989},
  abstract  = {Investigated the range and limits of cognitive reserve capacity as a general approach to the understanding of age differences in cognitive functioning. Testing-the-limits is proposed as a research strategy, Data are reported from 2 training studies involving old (65 to 83 years old) and young adults (19 to 29 years old). The training, designed to engineer an expertise in serial word recall, involved instruction and practice in the Method of Loci. Substantial plasticity was evident in pretest to posttest comparisons. Participants raised their serial word recall several times above that of pretest baseline. Age-differential limits in reserve capacity were evident in amount of training gain but not in responses to conditions of increased test difficulty (speeded stimulus presentation). Group differences were magnified by the training to such a degree that age distributions barely overlapped at posttests. Testing-the-limits offers promise in terms of understanding the extent and nature of cognitive plasticity.},
  language  = {en}
}
@misc{KlieglSmithHechhausenetal.1987,
  author    = {Kliegl, Reinhold and Smith, Jacqui and Hechhausen, Jutta and Bates, Paul B.},
  title     = {Mnemonic training for the acquisition of skilled digit memory},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-40252},
  year      = {1987},
  abstract  = {This article outlines a research strategy for investigating, in a laboratory setting, the acquisition and the "limits" of a cognitive skill. Expert digit memory is used as an illustration. Two participants with initial average digit- and word-span memory were trained to memorize and reproduce strings of 80 to 90 digits presented at 10- to 1-sec rates. The instruction and training program, based on a theory of skilled memory, focused on three components: (a) acquisition of a mnemonic system (i.e., recoding digits into historical dates or concrete nouns), (b) use of a long-term memory retrieval structure (i.e., instruction in the Method of Loci), and (c) improvement in processing speed. After 86 experimental sessions, one participant recalled 90 random digits presented at a 1-sec rate. The digits were, however, constrained to be compatible with the participant's historical knowledge. The second participant recalled 80 random digits presented at a 5-sec rate after 70 sessions. Speed of encoding and retrieval processing was the only component that required extensive practice for skilled digit-memory acquisition.},
  language  = {en}
}
@misc{KlieglSmithBaltes1986,
  author    = {Kliegl, Reinhold and Smith, Jacqui and Baltes, Paul B.},
  title     = {Testing-the-limits, expertise, and memory in adulthood and old age},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-39063},
  year      = {1986},
  abstract  = {This research has three interrelated foci: (i) engineering and testing a cognitive model of expert memory, (ii) the study of intellectual reserve capacity and (iii) the use of a testing-the-limits methodology to magnify and delineate age differences in limits of reserve capacity. The assumption is that age differences are magnified if studied at high levels of expertise or task difficulty. Results from age-comparative point training studies in expert memory are reported. Both young and elderly subjects reached high levels of skilled memory, confirming the model. However, despite this sizeable reserve capacity, when compared to IQ-eguivalent young adults, superior elderly showed decline in upper limits of function.},
  language  = {en}
}
@misc{KlieglSmithHeckhausenetal.1986,
  author    = {Kliegl, Reinhold and Smith, Jacqui and Heckhausen, Jutta and Baltes, Paul B.},
  title     = {Ausbildung zum Ged{\"a}chtnisk{\"u}nstler : ein experimenteller Zugang zur {\"U}berpr{\"u}fung von Theorien kognitiven Lernens und Alterns},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-40247},
  year      = {1986},
  abstract  = {Der hier berichtete Forschungsansatz kombiniert entwicklungs- und kognitionspsychologische Fragestellungen. Das entwicklungspsychologische Ziel war, Potential und Grenzen latenter kognitiver Leistungsreserven bei jungen und {\"a}lteren Erwachsenen sichtbar zu machen. Eine systematische Heranf{\"u}hrung an Leistungsgrenzen sollte außerdem die unterschiedliche Alterssensitivit{\"a}t kognitiver Prozesse verdeutlichen und zu einer Vergr{\"o}ßerung interindividueller Unterschiede f{\"u}hren. Das kognitionspsychologische Ziel war, die Genese kognitiver Expertise unter Laborbedingungen zu simulieren, wobei vor allem die Transformation von Laien- in Expertenwissen untersucht werden sollte. Diese {\"U}berlegungen wurden in einem Trainingsprogramm {\"u}berpr{\"u}ft, in dessen Verlauf junge und {\"a}ltere Erwachsene in einer Ged{\"a}chtniskunst f{\"u}r das Behalten von Zufallszahlen und Wortlisten unterwiesen wurden. Die Brauchbarkeit dieses experimentellen Paradigmas f{\"u}r die {\"U}berpr{\"u}fung der theoretischen Fragen wird durch Ergebnisse aus vier Einzelfallstudien belegt.},
  language  = {de}
}