Feature coding dataset for trained and untrained working memory tasks in randomized controlled trials of working memory training.

The data presented in this article are produced as part of the original research article entitled "Working memory training involves learning new skills" (Gathercole, Dunning, Holmes & Norris, in press). This article presents a dataset of coded features for pairs of trained and untrained working memory (WM) tasks from randomized controlled trials of WM training with active control groups. Feature coding is provided for 113 untrained WM tasks each paired with the most similar task in the training program, taken from 23 training studies. A spreadsheet provides summary information for each task pair, its transfer effect size, and coding of the following features for each task: stimulus category, stimulus domain, stimulus modality, response modality, and recall paradigm

Research Review: The effects of mindfulness-based interventions on cognition and mental health in children and adolescents - a meta-analysis of randomized controlled trials.

BACKGROUND: Mindfulness based interventions (MBIs) are an increasingly popular way of attempting to improve the behavioural, cognitive and mental health outcomes of children and adolescents, though there is a suggestion that enthusiasm has moved ahead of the evidence base. Most evaluations of MBIs are either uncontrolled or nonrandomized trials. This meta-analysis aims to establish the efficacy of MBIs for children and adolescents in studies that have adopted a randomized, controlled trial (RCT) design. METHODS: A systematic literature search of RCTs of MBIs was conducted up to October 2017. Thirty-three independent studies including 3,666 children and adolescents were included in random effects meta-analyses with outcome measures categorized into cognitive, behavioural and emotional factors. Separate random effects meta-analyses were completed for the seventeen studies (n = 1,762) that used an RCT design with an active control condition. RESULTS: Across all RCTs we found significant positive effects of MBIs, relative to controls, for the outcome categories of Mindfulness, Executive Functioning, Attention, Depression, Anxiety/Stress and Negative Behaviours, with small effect sizes (Cohen's d), ranging from .16 to .30. However, when considering only those RCTs with active control groups, significant benefits of an MBI were restricted to the outcomes of Mindfulness (d = .42), Depression (d = .47) and Anxiety/Stress (d = .18) only. CONCLUSIONS: This meta-analysis reinforces the efficacy of using MBIs for improving the mental health and wellbeing of youth as assessed using the gold standard RCT methodology. Future RCT evaluations should incorporate scaled-up definitive trial designs to further evaluate the robustness of MBIs in youth, with an embedded focus on mechanisms of action

Working memory training involves learning new skills

We present a new framework characterizing training-induced changes in WM as the acquisition of novel cognitive routines akin to learning a new skill. Predictions were tested in three studies analyzing the transfer between WM tasks following WM training. Study 1 reports a meta-analysis establishing substantial transfer when trained and untrained tasks shared either a serial recall, complex span or backward span paradigm. Transfer was weaker for serial recall of verbal than visuo-spatial material, suggesting that this paradigm is served by an existing verbal STM system and does not require a new routine. Re-analysis of published WM training data in Study 2 showed that transfer was restricted to tasks sharing properties proposed to require new routines. In a re-analysis of data from four studies, Study 3 demonstrated that transfer was greatest for children with higher fluid cognitive abilities. These findings suggest that development of new routines depends on general cognitive resources and that they can only be applied to other similarly-structured tasks

A bird’s eye view: using circuit theory to study urban landscape connectivity for birds

Context Connectivity is fundamental to understanding how landscape form influences ecological function. However, uncertainties persist due to the difficulty and expense of gathering empirical data to drive or to validate connectivity models, especially in urban areas, where relationships are multifaceted and the habitat matrix cannot be considered to be binary. Objectives This research used circuit theory to model urban bird flows (i.e. ‘current’), and compared results to observed abundance. The aims were to explore the ability of this approach to predict wildlife flows and to test relationships between modelled connectivity and variation in abundance. Methods Circuitscape was used to model functional connectivity in Bedford, Luton/Dunstable, and Milton Keynes, UK, for great tits (Parus major) and blue tits (Cyanistes caeruleus), drawing parameters from published studies of woodland bird flows in urban environments. Model performance was then tested against observed abundance data. Results Modelled current showed a weak yet positive agreement with combined abundance for P. major and C. caeruleus. Weaker correlations were found for other woodland species, suggesting the approach may be expandable if re-parameterised. Conclusions Trees provide suitable habitat for urban woodland bird species, but their location in large, contiguous patches and corridors along barriers also facilitates connectivity networks throughout the urban matrix. Urban connectivity studies are well-served by the advantages of circuit theory approaches, and benefit from the empirical study of wildlife flows in these landscapes to parameterise this type of modelling more explicitly. Such results can prove informative and beneficial in designing urban green space and new developments

Corrigendum to ‘Working memory training involves learning new skills’ (Journal of Memory and Language (2019) 105 (19–42), (S0749596X18300871), (10.1016/j.jml.2018.10.003))

The authors regret that the printed version of the above article the following error. The correct and final version follows. The authors would like to apologise for any inconvenience caused. One of the four published studies providing data included in the analyses reported in Study 3 was incorrectly cited in the above article. On page 36 it is incorrectly stated that the 25 children with a diagnosis of ADHD participated in the following study: Holmes, J., Butterfield, S., Cormack, F., Loenhoud, A. V., Ruggero, L., Kashikar, L., & Gathercole, S. (2015). Improving working memory in children with low language abilities. Frontiers in Psychology, 6, 519. The correct citation for these data is: Holmes, J., Gathercole, S. E., Place, M., Dunning, D. L., Hilton, K. A., & Elliott, J. G. (2010). Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD. Applied Cognitive Psychology, 24(6), 827–836

Working memory training involves learning new skills.

We present a new framework characterizing training-induced changes in WM as the acquisition of novel cognitive routines akin to learning a new skill. Predictions were tested in three studies analyzing the transfer between WM tasks following WM training. Study 1 reports a meta-analysis establishing substantial transfer when trained and untrained tasks shared either a serial recall, complex span or backward span paradigm. Transfer was weaker for serial recall of verbal than visuo-spatial material, suggesting that this paradigm is served by an existing verbal STM system and does not require a new routine. Re-analysis of published WM training data in Study 2 showed that transfer was restricted to tasks sharing properties proposed to require new routines. In a re-analysis of data from four studies, Study 3 demonstrated that transfer was greatest for children with higher fluid cognitive abilities. These findings suggest that development of new routines depends on general cognitive resources and that they can only be applied to other similarly-structured tasks.This research was supported by the Medical Research Council of Great Britain, the University of Cambridge, the Economic and Social Research Council (RES-000-23-0979), and the Leverhulme Trust (F00/224/AI)

Feature coding dataset for trained and untrained working memory tasks in randomized controlled trials of working memory training

The data presented in this article are produced as part of the original research article entitled “Working memory training involves learning new skills” (Gathercole, Dunning, Holmes & Norris, in press). This article presents a dataset of coded features for pairs of trained and untrained working memory (WM) tasks from randomized controlled trials of WM training with active control groups. Feature coding is provided for 113 untrained WM tasks each paired with the most similar task in the training program, taken from 23 training studies. A spreadsheet provides summary information for each task pair, its transfer effect size, and coding of the following features for each task: stimulus category, stimulus domain, stimulus modality, response modality, and recall paradigm

Cogmed training: Let’s be realistic about intervention research

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