TY - JOUR A1 - Heinzel, Stephan A1 - Lorenz, Robert C. A1 - Pelz, Patricia A1 - Heinz, Andreas A1 - Walter, Henrik A1 - Kathmann, Norbert A1 - Rapp, Michael Armin A1 - Stelzel, Christine T1 - Neural correlates of training and transfer effects in working memory in older adults JF - NeuroImage : a journal of brain function N2 - As indicated by previous research, aging is associated with a decline in working memory (WM) functioning, related to alterations in fronto-parietal neural activations. At the same time, previous studies showed that WM training in older adults may improve the performance in the trained task (training effect), and more importantly, also in untrained WM tasks (transfer effects). However, neural correlates of these transfer effects that would improve understanding of its underlying mechanisms, have not been shown in older participants as yet. In this study, we investigated blood-oxygen-level-dependent (BOLD) signal changes during n-back performance and an untrained delayed recognition (Sternberg) task following 12 sessions (45 min each) of adaptive n-back training in older adults. The Sternberg task used in this study allowed to test for neural training effects independent of specific task affordances of the trained task and to separate maintenance from updating processes. Thirty-two healthy older participants (60-75 years) were assigned either to an n-back training or a no-contact control group. Before (t1) and after (t2) training/waiting period, both the n-back task and the Sternberg task were conducted while BOLD signal was measured using functional Magnetic Resonance Imaging (fMRI) in all participants. In addition, neuropsychological tests were performed outside the scanner. WM performance improved with training and behavioral transfer to tests measuring executive functions, processing speed, and fluid intelligence was found. In the training group, BOLD signal in the right lateral middle frontal gyrus/caudal superior frontal sulcus (Brodmann area, BA 6/8) decreased in both the trained n-back and the updating condition of the untrained Sternberg task at t2, compared to the control group. fMRI findings indicate a training-related increase in processing efficiency of WM networks, potentially related to the process of WM updating. Performance gains in untrained tasks suggest that transfer to other cognitive tasks remains possible in aging. (C) 2016 Elsevier Inc. All rights reserved. KW - Aging KW - Working memory KW - Training KW - Transfer KW - Neuroimaging KW - fMRI KW - Updating KW - Executive functions KW - Fluid intelligence Y1 - 2016 U6 - https://doi.org/10.1016/j.neuroimage.2016.03.068 SN - 1053-8119 SN - 1095-9572 VL - 134 SP - 236 EP - 249 PB - Elsevier CY - San Diego ER - TY - JOUR A1 - Dix, Annika A1 - Wartenburger, Isabell A1 - van der Meer, Elke T1 - The role of fluid intelligence and learning in analogical reasoning: How to become neurally efficient? JF - Neurobiology of learning and memory N2 - This study on analogical reasoning evaluates the impact of fluid intelligence on adaptive changes in neural efficiency over the course of an experiment and specifies the underlying cognitive processes. Grade 10 students (N = 80) solved unfamiliar geometric analogy tasks of varying difficulty. Neural efficiency was measured by the event-related desynchronization (ERD) in the alpha band, an indicator of cortical activity. Neural efficiency was defined as a low amount of cortical activity accompanying high performance during problem-solving. Students solved the tasks faster and more accurately the higher their FI was. Moreover, while high FI led to greater cortical activity in the first half of the experiment, high FI was associated with a neurally more efficient processing (i.e., better performance but same amount of cortical activity) in the second half of the experiment. Performance in difficult tasks improved over the course of the experiment for all students while neural efficiency increased for students with higher but decreased for students with lower fluid intelligence. Based on analyses of the alpha sub-bands, we argue that high fluid intelligence was associated with a stronger investment of attentional resource in the integration of information and the encoding of relations in this unfamiliar task in the first half of the experiment (lower-2 alpha band). Students with lower fluid intelligence seem to adapt their applied strategies over the course of the experiment (i.e., focusing on task-relevant information; lower-1 alpha band). Thus, the initially lower cortical activity and its increase in students with lower fluid intelligence might reflect the overcoming of mental overload that was present in the first half of the experiment. (C) 2016 Elsevier Inc. All rights reserved. KW - Analogical reasoning KW - Short-term learning KW - Fluid intelligence KW - Neural efficiency KW - Alpha ERD/ERS Y1 - 2016 U6 - https://doi.org/10.1016/j.nlm.2016.07.019 SN - 1074-7427 SN - 1095-9564 VL - 134 SP - 236 EP - 247 PB - Elsevier CY - San Diego ER - TY - JOUR A1 - Schroeders, Ulrich A1 - Schipolowski, Stefan A1 - Böhme, Katrin T1 - Typical intellectual engagement and achievement in math and the sciences in secondary education JF - Learning and individual differences N2 - Typical Intellectual Engagement (TIE) is considered a key trait in explaining individual differences in educational achievement in advanced academic or professional settings. Research in secondary education, however, has focused on cognitive and conative factors rather than personality. In the present large-scale study, we investigated the relation between TIE and achievement tests in math and science in Grade 9. A three-dimensional model (reading, contemplation, intellectual curiosity) provided high theoretical plausibility and satisfactory model fit. We quantified the predictive power of TIE with hierarchical regression models. After controlling for gender, migration background, and socioeconomic status, TIE contributed substantially to the explanation of math and science achievement. However, this effect almost disappeared after fluid intelligence and interest were added into the model. Thus, we found only limited support for the significance of TIE on educational achievement at least for subjects more strongly relying on fluid abilities such as math and science. (C) 2015 Elsevier Inc. All rights reserved. KW - Typical intellectual engagement KW - Math achievement KW - Science achievement KW - Fluid intelligence KW - Subject-specific interest Y1 - 2015 U6 - https://doi.org/10.1016/j.lindif.2015.08.030 SN - 1041-6080 SN - 1873-3425 VL - 43 SP - 31 EP - 38 PB - Elsevier CY - Amsterdam ER -