Evaluacije različitih programa kognitivnog treninga uobičajeno pokazuju značajna poboljšanja uratka na treniranim kognitivnim zadacima, uz slabija ili neznačajna povećanja na nepovezanim kognitivnim zadacima. U ovom je istraživanju korišten adaptivni trening pomoću dvostrukih n-unatrag zadataka (Jaeggi i sur., 2008). U dvostrukom n-unatrag zadatku sudionik treba pamtiti nizove istovremeno zadanih vidnih i slušnih podražaja. Ukoliko je trenutno prezentirani podražaj jednak onom prezentiranom n podražaja ranije treba reagirati pritiskom na odgovarajuću tipku, ovisno o razini zadatka. Razinu zadatka određuje uspjeh sudionika u prethodnoj seriji podražaja. U istraživanju je sudjelovalo 42 sudionika (studenata psihologije), podijeljenih u eksperimentalnu (18) i aktivnu kontrolnu (24) skupinu. Trening se sastojao od 15 sesija (oko 25 min svaka). Sudionici aktivne kontrolne skupine su u jednakom vremenskom trajanju igrali kompjuteriziranu verziju igre Čovječe, ne ljuti se. Istraživanjem smo željeli ispitati učinke treninga na sposobnosti različite od treniranih - fluidno rezoniranje, pažnju i prostorno pamćenje – kako bismo provjerili mogućnost transfera te ispitali dugotrajnost tih efekata. U tri točke mjerenja (predtest, posttest i praćenje nakon 6 mjeseci) primijenili smo Test fluidnog rezoniranja (CFT-3; Cattell, 2000), Test pažnje i koncentracije (d2; Brickenkamp, 1999) i Test prostornog pamćenja (TPP; Vranić, 2011). Utvrđen je transfer na sve tri korištene mjere neposredno po završetku treninga. Pozitivni efekt zadržao se i 6 mjeseci nakon treninga za sposobnosti fluidnog rezoniranja i prostornog pamćenja, no ne i za sposobnost pažnje.Evaluation of various programs of cognitive training typically show significant improvements in trained cognitive tasks, with weaker or non-significant increase in non-related cognitive tasks. In this study we used the adaptive training with dual n-back task (Jaeggi et al., 2008). The task is to remember a series of simultaneously presented visual and auditory stimuli. Depending on the level of the tasks, respond if the currently presented stimulus is the same as the one was presented n stimuli earlier. Level of the task is determined by the success of the participants in the previous series of stimuli. A sample of 42 psychology students, was divided into experimental (18) and active control group (24) group. Working memory training consisted of 15 sessions (cca. 25 min). Participants in the active control group played a computerized version of the Ludo, for the same number of session and time duration. We aimed to examine the effects of training in different abilities than those trained - fluid reasoning, attention and spatial memory - to test the possibility of transfer and durability of these effects. Fluid reasoning (CFT-3; Cattell, 2000), attention and concentration (d2; Brickenkamp, 1999) and spatial memory test (TPP; Vranic 2011) were used in three measurement point (pretest, posttest and follow-up at 6 months). Immediate gain was found for all three measure used. Follow-up revealed gains in fluid reasoning and spatial memory measure, but no gain was found on the attention measure 6 months after the training
