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Working memory training increases general learning abilities in CD-1 outbred mice
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Light, Kenneth Royce. Working memory training increases general learning abilities in CD-1 outbred mice. Retrieved from https://doi.org/doi:10.7282/T3GQ6XWS

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TitleWorking memory training increases general learning abilities in CD-1 outbred mice
NameLight, Kenneth Royce (author); Matzel, Louis (chair); Otto, Tim (internal member); Glass, Arnold (internal member); Locurto, Charles (outside member); Rutgers University; Graduate School - New Brunswick
Date Created
Other Date2010-01 (degree)
SubjectPsychology, Memory, Learning ability
Extentvi, 82 p. : ill.
DescriptionGeneral intelligence is a cognitive trait that is purported to influence most domain-specific learning abilities in humans. Like humans, CD-1 outbred mice express individual differences in their "general" cognitive abilities, such that performance across diverse batteries of learning tasks tend to be positively correlated, and this general learning factor accounts for 32-48% of the variance of individual animals performance in cognitive test batteries. It has been demonstrated that in both humans and mice, the efficacy of working memory capacity correlates highly with measures of general cognitive ability. In three experiments, here we demonstrate that in genetically heterogeneous mice, repetitive working memory training promotes an increase in selective attention and has a commensurately positive effect on the animals' aggregate performance on a battery of five learning tasks. The enhancement of general cognitive performance by working memory exercise was attenuated if the selective attention demands of that exercise were reduced. Finally, because much of the human research conducted on working memory training is done in pre-pubescent children, we trained a group of mice beginning in pre-pubescence and found no difference between that group and one trained at our typical young-adult age. In total, these results provide initial evidence that the efficacy of working memory capacity and selective attention are causally related to an animal’s general cognitive performance, and suggest behavioral strategies to promote those abilities.
NotePh.D.
NoteIncludes bibliographical references (p. 63-65)
Noteby Kenneth Royce Light
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3GQ6XWS
Languageeng
CollectionGraduate School - New Brunswick Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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