著者
坪見 博之 齊藤 智 苧阪 満里子 苧阪 直行
出版者
公益社団法人 日本心理学会
雑誌
心理学研究 (ISSN:00215236)
巻号頁・発行日
pp.90.18402, (Released:2019-06-20)
参考文献数
139

Working memory (WM) is a capacity-limited cognitive system that strongly relates to higher-order cognitive abilities including fluid intelligence. It has been suggested that WM training can increase memory capacity, which in turn, improves general intellectual abilities. To evaluate these claims, the present review critically re-assessed nine meta-analysis studies, and revealed that the effect of WM training on fluid intelligence (Gf), executive function, and academic performance is relatively small (averaged Hedges’ adjusted g < .20). Moreover, there were several methodological issues regarding the study design (placebo effect, small sample size), analytical approach (inadequate group comparison, lack of correction for multiple comparisons), and theoretical framework (lack of theoretical account of the training mechanisms) in previous WM training studies. We propose a set of recommendations for future training studies that go beyond training the WM ability per se. This includes theoretically possible methods to enhance intellectual abilities by, for example, learning strategies to effectively encode and recall information into long-term memory.
著者
坪見 博之 齊藤 智 苧阪 満里子 苧阪 直行
出版者
公益社団法人 日本心理学会
雑誌
心理学研究 (ISSN:00215236)
巻号頁・発行日
vol.90, no.3, pp.308-326, 2019 (Released:2019-08-25)
参考文献数
139

Working memory (WM) is a capacity-limited cognitive system that strongly relates to higher-order cognitive abilities including fluid intelligence. It has been suggested that WM training can increase memory capacity, which in turn, improves general intellectual abilities. To evaluate these claims, the present review critically re-assessed nine meta-analysis studies, and revealed that the effect of WM training on fluid intelligence (Gf), executive function, and academic performance is relatively small (averaged Hedges’ adjusted g < .20). Moreover, there were several methodological issues regarding the study design (placebo effect, small sample size), analytical approach (inadequate group comparison, lack of correction for multiple comparisons), and theoretical framework (lack of theoretical account of the training mechanisms) in previous WM training studies. We propose a set of recommendations for future training studies that go beyond training the WM ability per se. This includes theoretically possible methods to enhance intellectual abilities by, for example, learning strategies to effectively encode and recall information into long-term memory.
著者
坪見 博之 苧阪 直行
出版者
公益社団法人 日本心理学会
雑誌
心理学研究 (ISSN:00215236)
巻号頁・発行日
vol.83, no.5, pp.450-460, 2012

The relative order of a letter sequence is difficult to recognize when it is presented repeatedly than when it is presented only once in a rapid serial visual presentation (Holcombe, Kanwisher, & Triesman, 2001). In the present study, we investigated a critical factor that causes this order deficit. Experiment 1 demonstrated that repeating a letter sequence in a short time period induced the order deficit. The robust order deficit did not recover even when the letter sequence included a salient item that attracted exogenous attention. Experiment 2 showed that attending to a briefly presented letter triggered the order deficit for a letter sequence presented within 500 ms after the preceding letter. These results suggest that the order deficit is caused by the temporal limits of visual attention that prevent order information from being consolidated into visual working memory.