Improving fluid intelligence with training on working memory

Improving fluid intelligence with training on working memory

Susanne M. Jaeggi, Martin Buschkuehl, John Jonides, and Walter J. Perrig

Department of Psychology, University of Michigan, East Hall, 530 Church Street, Ann Arbor, MI 48109-1043; and Department of Psychology, University of Bern, Muesmattstrasse 45, 3012 Bern, Switzerland

Edited by Edward E. Smith, Columbia University, New York, NY, and approved March 18, 2008 (received for review February 7, 2008)

Abstract

Fluid intelligence (Gf) refers to the ability to reason and to solve new problems independently of previously acquired knowledge.

Gf is critical for a wide variety of cognitive tasks, and it is considered one of the most important factors in learning.

Moreover, Gf is closely related to professional and educational success, especially in complex and demanding environments.

Although performance on tests of Gf can be improved through direct practice on the tests themselves, there is no evidence that training on any other regimen yields increased Gf in adults.

Furthermore, there is a long history of research into cognitive training showing that, although performance on trained tasks can increase dramatically, transfer of this learning to other tasks remains poor.

Here, we present evidence for transfer from training on a demanding working memory task to measures of Gf.

This transfer results even though the trained task is entirely different from the intelligence test itself.

Furthermore, we demonstrate that the extent of gain in intelligence critically depends on the amount of training: the more training, the more improvement in Gf. That is, the training effect is dosage-dependent.

Thus, in contrast to many previous studies, we conclude that it is possible to improve Gf without practicing the testing tasks themselves, opening a wide range of applications.

http://www.pnas.org/cgi/content/abstract/0801268105v1?etoc