Improving fluid intelligence with training on working memory

Bibliographic Data

ID23315005
AuthorsSusanne M Jaeggi (0000-0002-6165-2526, Department of Psychology, University of Michigan, East Hall, 530 Church Street, Ann Arbor, MI 48109-1043; and), Martin Buschkuehl (Department of Psychology, University of Michigan, East Hall, 530 Church Street, Ann Arbor, MI 48109-1043; and), John Jonides (Department of Psychology, University of Michigan, East Hall, 530 Church Street, Ann Arbor, MI 48109-1043; and), Walter J Perrig (University of Bern)
Year2008
Volume105
Issue19
Pages6829-6833
Publication date2008-05-13
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueProceedings of the National Academy of Sciences (JOURNAL)
Journal identifiersISSN: 0027-8424 • E-ISSN: 1091-6490
PublisherNational Academy of Sciences (PUBLISHER • US)
DOI10.1073/pnas.0801268105
PMID18443283
PMCIDPMC2383929
OpenAlexW2123803218
LanguageEN
Citations received147
References cited35

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.

Biology · Cognition · Cognitive psychology · Cognitive Training · Contrast (vision) · Elementary cognitive task · Fluid intelligence · Task (project management) · Test (biology) · Training (meteorology) · Transfer of learning · Transfer of training · Variety (cybernetics) · Working memory · Working memory training · Artificial Intelligence · Cognitive Abilities and Testing · Computer Science · Neuroscience · Psychology

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