Performance gains from directed training do not transfer to untrained tasks

    Authors

    H. Lee; W. R. Boot; C. Basak; M. W. Voss; R. S. Prakash; M. Neider; K. I. Erickson; D. J. Simons; M. Fabiani; G. Gratton; K. A. Low;A. F. Kramer

    Comments

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    Abbreviated Journal Title

    Acta Psychol.

    Keywords

    Directed training; Performance gains; Transfer of training; VIDEO-GAME EXPERIENCE; ATTENTIONAL CONTROL; COGNITIVE PLASTICITY; EXECUTIVE CONTROL; BRAIN PLASTICITY; COMPLEX SKILL; OLDER-ADULTS; MEMORY; ACQUISITION; PRINCIPLES; Psychology, Experimental

    Abstract

    Given the increasing complexity of the tasks and skills needed in modern society, developing effective training strategies is of tremendous practical importance. Furthermore, training that improves performance of both trained and untrained tasks would be highly efficient. In the present study, we examined how directed training contributes to skill acquisition, and more importantly, to engendering transfer of training to untrained tasks. Participants learned a complex video game for 30 h (Space Fortress, Donchin, Fabiani, & Sanders, 1989) using one of two training regimens: Hybrid Variable-Priority Training (HVT), with a focus on improving specific skills and managing task priority, or Full Emphasis Training (FET) in which participants simply practiced the game to obtain the highest overall score. We compared game performance, retention of training gains, and transfer of training to untrained tasks as a function of the training regimen. Compared to FET, HVT learners reached higher levels of mastery on the game and HVT was particularly beneficial for initially poor performing participants. This benefit persisted seven months after training. However, contrary to expectation, both HVT and FET were unsuccessful in producing transfer to untrained tasks compared to a group that received limited game experience, suggesting that directed training and practice can produce task-specific improvements, but improvements do not necessarily transfer from trained to untrained tasks. (C) 2011 Elsevier B.V. All rights reserved.

    Journal Title

    Acta Psychologica

    Volume

    139

    Issue/Number

    1

    Publication Date

    1-1-2012

    Document Type

    Article

    Language

    English

    First Page

    146

    Last Page

    158

    WOS Identifier

    WOS:000299610500016

    ISSN

    0001-6918

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