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Titlebook: Cognitive Training; An Overview of Featu Tilo Strobach,Julia Karbach Book 2021Latest edition Springer Nature Switzerland AG 2021 Clinical a

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31#
發(fā)表于 2025-3-26 23:01:42 | 只看該作者
Tilo Strobach,Julia KarbachProvides a comprehensive overview of state-of-the art cognitive training research for students, scientists and practitioners.Discusses theoretical models describing the mechanisms underlying training-
32#
發(fā)表于 2025-3-27 02:39:53 | 只看該作者
33#
發(fā)表于 2025-3-27 08:46:43 | 只看該作者
34#
發(fā)表于 2025-3-27 12:35:54 | 只看該作者
35#
發(fā)表于 2025-3-27 15:51:48 | 只看該作者
Approximate Semiclassical Mechanics,on processing element) theory offers a process model of transfer. In this chapter we discuss the basis of PRIMs and show how it can predict phenomena around brain training, cognitive development, and learning from instructions at different levels of abstraction.
36#
發(fā)表于 2025-3-27 19:28:49 | 只看該作者
Theoretical Models of Training and Transfer Effectson processing element) theory offers a process model of transfer. In this chapter we discuss the basis of PRIMs and show how it can predict phenomena around brain training, cognitive development, and learning from instructions at different levels of abstraction.
37#
發(fā)表于 2025-3-28 01:18:18 | 只看該作者
38#
發(fā)表于 2025-3-28 03:55:28 | 只看該作者
https://doi.org/10.1007/3-540-19204-2ndaries of cognitive plasticity, we argue that future research should focus on investigating more thoroughly the cognitive processes involved in cognitive training, on identifying training contexts that may maximize training and transfer effects, and on quantifying potential impacts on meaningful real-life outcomes.
39#
發(fā)表于 2025-3-28 07:02:35 | 只看該作者
Introduction,ents and researchers on all academic levels as well as in applied contexts by outlining empirical findings and methodological approaches of cognitive training research in different populations, age groups, and cognitive domains.
40#
發(fā)表于 2025-3-28 13:41:58 | 只看該作者
Cognitive Training Across the Adult Lifespanndaries of cognitive plasticity, we argue that future research should focus on investigating more thoroughly the cognitive processes involved in cognitive training, on identifying training contexts that may maximize training and transfer effects, and on quantifying potential impacts on meaningful real-life outcomes.
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