working (out) your memory - welcome to the olli at uci · pdf file ·...

Working (Out)

Your Memory

Susanne M. Jaeggi, Ph.D.

Working Memory and Plasticity Laboratory

School of Education & School of Social Sciences,

Department of Cognitive Sciences

University of California, Irvine

Brain Training Industry

Working Memory

Essential for complex

cognition Impaired in many developmental

and clinical disorders

Declines with advanced age

Working

Memory

Reasoning

Language

Perception

Math

More Examples for Working Memory

Reading Comprehension

The father bought an apple for his daughter.

But she wanted to have more than only one.

Simultaneous translation

Posting facebook updates during a lecture

→ All of those examples rely on deliberate/conscious active

WM processes in that they require multiple processing

steps and temporary storage of intermediate results and

resist distraction and interference to accomplish the tasks

at hand.

The Workings of Working Memory

Study the following words:

TableBookOceanForkBeltLetterSocksCupVolcanoApple

Now write down all the words you can remember!

Results (UCI Undergrads)

0

10

20

30

40

50

60

70

Am

ou

nt

of

peo

ple

rem

em

beri

ng

Recall as a function of position in wordlist

RecencyPrimacy

Nature of Primacy and Recency Effects

• Primacy effects may occur because items at the beginning of the list have been rehearsed and transferred to long-term memory.

• Recency effects may occur because items at the end of the list are still being rehearsed and, therefore, still active in working memory.

Assessing Working Memory (WM)

Verbal WM

Given: 2-8-9-3-7-5 Response: 2-8-9-3-7-5

or 5-7-3-9-8-2

Given: R-8-E-1-M-7 Response: 1-7-8-E-M-R

Visual WM

WM - Behavioral and Neural Effects

2-back vs 0-back; Blokland et al., 2008

Jaeggi et al., 2003; NeuroImage

1-back 2-back 3-back

Pr

(hits m

inu

s f

als

e a

larm

s)

0.0

0.2

0.4

0.6

0.8

1.0

Visual single task

Auditory single task

Dual task

Jaeggi et al., 2010; Memory

Accu

racy (

Pr)

Working Memory - Properties

• Capacity limited

• Individual differences in capacity

• Crucial to acquire knowledge & new skills

• Highly predictive for

– Higher cognitive functions

– Educational success

(math, reading, learning, etc.)

• Changes as a function of development

Human Brain Development

Casey et al, 2005

* basic processes

such as vision,

hearing

*

**

Neural plasticity – brain’s capacity for structural change as the result of experience.

**goal-directed

behavior

Brain Plasticity

• Allows us to

compensate for

injuries, change

behavior, learn

• Continues to a

certain extent

throughout life

• BUT: use it or lose it!

• Brain’s ability to change in response to experience

Brain Plasticity Changes Across the Lifespan

After Levitt, 2009

The brain’s ability to change

in response to experience

The amount of effort

such change requires

2 4 6 8 10 20 30 40 50 60 70Age

“gray matter”

“white matter”

Parts of the Brain

gray matter

(dendrites & synapses & cell bodies)

white matter

(bundles, or “tracts”, of myelinated axons)

Example: Corpus Callosum (‘hard body’; white matter – functionally connects the two hemispheres)

Brain Development Across The Lifespan

Raz et al., 2005

gra

y m

att

er

(volu

me)

wh

ite m

att

er

(volu

me)

Cognition Across the Lifespan

Vocabulary

WM: verbal

WM: visual

Speed

Hartshorne & Germine, 2015

Cognitive Development Across the Lifespan

Craik & Bialystock, 2006

e.g. vocabulary

general knowledge

e.g. speed,

working memory

Brain Plasticity

Structure

Function

Connectivity

Cognition

Representations (→ knowledge, memory)

Processes(→ operations, efficiency)

Attitudes

Motivation

Engagement

Need for cognition

Environment

Cognitive stimulation

Education (→ cognitive reserve)

Our Research Goals

Focus on Working Memory

Training Studies - Basic Design

Follow-

Up Post-Test

Control Training

Pre-Test

Working Memory

Training

e.g. Jaeggi et al., 2011; PNAS

Gee, 2007

Malone & Lepper, 1987

Prensky, 2001

Squire, 2003

• points

• high scores

• bonus rounds

• real prizes

• different themes

and story lines

Training Features

Jaeggi et al., 2011; PNAS

What About Older Adults?

12 week training, twice/week

(45 min/session; in groups)

Pre TestCognitive Training

Physical excercise (control)Post Test Follow-Up

1 year

Transfer Measures:

• Digit span

• Corsi block span

• Free recall (text)

• Free recall (pictures)

WM

LTM

Cognitive Training in “Old-Old“ Adults

Buschkuehl, M., Jaeggi, S.M., et al. (2008), PandA

Martin BuschkuehlAverage Age: 80.1 years (SD: 3.6)

2 interventions:

Sequence Learning Task


Please repeat the

sequenceIf correct:

next sequence >1

If wrong:

next sequence < 1

Span Training

If wrong:

next sequence

length <1

If correct:

next sequence

length >1


Please repeat the

sequence

Training Performance


Sequence Learning Span Training

Transfer Effects

Buschkuehl, M., Jaeggi, S.M., et al. (2008), PandA Buschkuehl, M., Jaeggi, S.M., et al. (2008), PandA

Study II – Transfer Effects

Buschkuehl, M., Jaeggi, S.M., & Perrig, W.J. (unpublished)

Cognitive Training in “Young-Old” Adults

Štěpánková, et al., 2014; Developmental Psychology

• Average age: 68.0 years (SD: 2.5)

• N-back intervention at home

Random assignment:

Control

Low

Frequency

High

Frequency

Training: 2 times a week

Training: 4 times a week

Training: none

Pre-Test Post-Test

5 weeks

Hana StepankovaT K P K Q D Q Q

Training Effects


Outcome Measures

Transfer Tasks:

• Digit Span (forward & backwards)

• Letter-Number Sequencing R-7-M-8-M-1 1-7-8-E-M-R

• Block

Design

• Matrix

Reasoning

WM

Spa

tial R

ea

son

ing


1-4-7-8-3-9 1-4-7-8-3-9

Young Adults

Training Quantity MattersDose-Response Effect

Older Adults

Spatial Reasoning

0.0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1.0

control 10 days 20 days

Impro

vem

ent

Training length-0.2

0.0

0.2

0.4

0.6

0.8

1.0

1.2

1.4

1.6

1.8

1 week 2 weeks 3 weeks 4 weeks

Impro

vem

ent

Training Length

Jaeggi et al., 2008; PNASŠtěpánková, et al., 2013; Developmental Psychology

Training Quality Matters(typically developing children)


Training Quality Matters - IQ(typically developing children)

0.0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

SmallTraining

Gain

LargeTraining

Gain

ActiveControl

Imp

rove

me

nt

Transfer - IQ

0.0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

SmallTraining

Gain

LargeTraining

Gain

ActiveControl

Imp

rove

me

nt

Long-Term Effects (IQ)


• Transcranial Direct Current Stimulation (tDCS) is a neuromodulary

technique; modulates cortical excitability

(weak constant current; ~1-2 mA).

• Temporarily increases plasticity via processes that change long term

potentiation/depression (e.g., NMDA, glutamate, BDNF, GABA).

→ Can we boost the effects of training with concurrent tDCS during this

period of extra plasticity?

Can we boost the WM training effects using tDCS?

Spatial N-Back

Session

1

Session 9

Sessions 2-8

Pre-Test

Post-Test

Procedure as in Buschkuehl et al., 2014; CABN

Concurrent tDCS (2mA):

• Stimulation – L DLPFC

• Stimulation – R DLPFC

• Control

Au et al., 2016, JCN

Longterm Follow-Up TestSession 10/11

~ 6/12 months

tDCS + Cognitive Training - Design

Training Performance - Young Adults

3.5

4.0

4.5

5.0

5.5

6.0

1 2 3 4 5 6 7

n-b

ack L

evel

Active Left (n=20)

Active Right (n=20)

Sham (n=22)

Au et al., 2016, Journal of Cognitive Neuroscience

Control (n=22)

Transfer Effects (Selection)

10.0

10.5

11.0

11.5

12.0

12.5

13.0

Pre Post

Tria

ls C

orr

ect

0.50

0.55

0.60

0.65

0.70

0.75

0.80

0.85

0.90

pre post

N-b

ack P

erf

orm

ance (

Pr)

Visual N-back (non-trained) Visual WM


Control (n=22) Control (n=22)

Transfer Effects II (Selection)

7

8

9

10

11

12

13

pre post

Co

rre

ct T

ria

ls

Verbal WM


Control (n=22)

Follow-Up Effects – Trained N-back

0

0.5

1

1.5

2

6-month Follow-up 1 year Follow-up

Gain

fro

m D

ay 1

(N

-back L

evel)

Active Sham

Katz, Au, et al., 2017, JCN

Control

Interim Conclusions – Cognitive Training

• Cognitive Training works – even in old age!

• However – certain things matter:

– Training Quantity (more is better)

– Training Quality (engagement)

– Use it or lose it (‘fadeout effects’)

What Can You Do?

• Cognitively stimulating leisure activities

(e.g. reading, writing, learning a new language,

learning a musical instrument, playing games or

puzzles, participating in plays, attending

lectures, etc.)

• Social Interaction

• Mediterranean Diet

• Physical Exercise

Promoting Brain Health & Successful Aging

Jackson et al., 2016

The Working Memory and Plasticity Laboratoryhttp://wmp.education.uci.edu/

UCI MIND (UC Irvine Institute for Memory Impairments

and Neurological Disorders)

https://www.mind.uci.edu

The Dana Foundation:http://dana.org/seniors/

https://www.dana.org/SuccessfulAgingPDF/

Barbara Bradley Hagerty - Life Reimagined:

The Science, Art, And Opportunity Of Midlifehttp://www.npr.org/2016/03/15/469822325/forget-about-it-

your-middle-aged-brain-is-not-on-the-decline

Useful Resources

Acknowledgements

University of Michigan

Martin Buschkuehl

Funding• National Institute of Health

• Institute of Education Sciences

• National Science Foundation

• National Natural Science

Foundation of China

John Jonides

MIND Research Institute

Ben Katz

Zhejiang University

Qiong ZhangPriti Shah

University of California, Irvine

Ally Stegman

Jessica Glazier

Many research assistants

Masha Jones

Chelsea Parlett

Snigdha Kamarsu

Minnie Wu

Many research assistantsJacky Au Hana Stepankova

Charles University, Prag

Thank you!

The Working Memory and Plasticity Laboratory

http://wmp.education.uci.edu/

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