Working Memory, Executive Control, Plasticity, Training, Transfer
Postdoctoral Fellow, Cognition and Cognitive Neuroscience, University of Michigan, Ann Arbor - 2007-2011
Assistant Professor, Department of Psychology and Program in Neuroscience and Cognitive Science (NACS), University of Maryland at College Park - 2012-2013
Working memory is an essential system that underlies the performance of virtually all complex cognitive activities. People differ in terms of how much information they can hold in working memory, and also, how easily they can hold that information in the face of distraction. These individual differences are related to the fact that the functioning of the working memory system is highly predictive of scholastic achievement and educational success, and in general, working memory capacity is crucial for our general ability to acquire knowledge and learn new skills. Given the relevance of working memory to daily life and educational settings, the mission of my research program lies in the development of working memory interventions with the aim that that participants not only improve their working memory skills, but also general skills that go beyond the trained domain. By means of behavioral and neuroimaging methods, I seek to understand the underlying cognitive and neural mechanisms that drive training-related changes.
Besides research on training and transfer, my lab also investigates individual differences in working memory capacity and executive control, as well as the nature of working memory limitations across the lifespan.
Tsai, N., Buschkuehl, M., Kamarsu, S., Shah, P., Jonides, J., & Jaeggi, S. M. (in press.). (Un)Great Expectations: The role of placebo effects in cognitive training. Journal of Applied Research in Memory and Cognition.
Jones, M. R., Katz, B., Jaeggi, S. M., Buschkuehl, M., & Shah, P. (in press.). Exploring cognitive training for children and adolescents with ADHD. Journal of Attention Disorders.
Katz, B., Jaeggi, S. M., Buschkuehl, M., Shah, P., & Jonides, J. (2018). The effect of monetary compensation on cognitive training outcomes. Learning and Motivation, 63, 77-90.
Au, J. W., Jaeggi, S. M., & Buschkuehl, M. (2018). Effects of non-symbolic arithmetic training on symbolic arithmetic and the approximate number system. Acta Psychologica, 85, 1-12.
Mohammed, S., Flores, L., Deveau, J., Hoffing, R. C., Phung, C., Parlett, C. M., Sheehan, E., Lee, D., Au, J., Buschkuehl, M., Zordan, V., Jaeggi, S.M., & Seitz, A. R. (2017). The benefits and challenges of implementing motivational features to boost cognitive training outcome. Journal of Cognitive Enhancement, 1(4), 491-507.
Ramani, G. B., Jaeggi, S.M., Daubert, E., & Buschkuehl, M. (2017). Domain-specific and domain-general training to improve kindergarten children’s mathematics. Journal of Numerical Cognition, 3(2), 468-495.
Katz, B., Au, J., Buschkuehl, M., Abagis, T., Zabel, C., Jaeggi, S. M., & Jonides, J. (2017). Individual differences and long-term consequences of tDCS-augmented cognitive training. Journal of Cognitive Neuroscience, 29(9), 1498-1508.
Au, J., Katz, B., Buschkuehl, M., Bunarjo, K., Senger, T., Zabel, C., Jaeggi, S. M., & Jonides, J. (2016). Enhancing Working Memory Training with Transcranial Direct Current Stimulation. Journal of Cognitive Neuroscience, 28(9), 1419-1432.
Au, J., Buschkuehl, M., Duncan, G. J., & Jaeggi, S. M. (2016). There is no convincing evidence that working memory training is NOT effective: A reply to Melby-Lervåg and Hulme (2015). Psychonomic Bulletin & Review, 23(1), 331-337.
Au, J., Sheehan, E., Tsai, N., Duncan, G. J., Buschkuehl, M., & Jaeggi, S. M. (2015). Improving fluid intelligence with training on working memory: a meta-analysis. Psychonomic Bulletin & Review, 22(2), 366-377.
Deveau, J., Jaeggi, S. M., Zordan, V., Phung, C., & Seitz, A. R. (2015). How to build better memory training games. Frontiers in Systems Neuroscience, 8, 243.
Jaeggi, S. M., Buschkuehl, M., Shah, P., & Jonides, J. (2014). The role of individual differences in cognitive training and transfer. Memory and Cognition, 42(3), 464-480.
Stepankova, H., Lukavsky, J., Buschkuehl, M., Kopecek, M., Ripova, D., & Jaeggi, S. M. (2014). The malleability of working memory and visuospatial skills: A randomized controlled study in older adults. Developmental Psychology, 50(4), 1049-1059.
Buschkuehl, M., Hernandez-Garcia, L., Jaeggi, S. M., Bernard, J. A., & Jonides, J. (2014). Neural effects of short-term training on working memory. Cognitive, Affective, and Behavioral Neuroscience, 14(1), 147-160.
Katz, B., Jaeggi, S., Buschkuehl, M., Stegman, A., & Shah, P. (2014). Differential effect of motivational features on training improvements in school-based cognitive training. Frontiers in Human Neuroscience, 8, 242.
Hsu, N. S., Novick, J. M., & Jaeggi, S. M. (2014). The development and malleability of executive control abilities. Frontiers in Behavioral Neuroscience, 8, 221.
Loosli, S. V., Buschkuehl, M., Perrig, W. J., & Jaeggi, S. M. (2012). Working memory training improves reading processes in typically developing children. Child Neuropsychology, 18(1), 62-78.
Anguera, J. A., Bernard, J. A., Jaeggi, S. M., Buschkuehl, M., Benson, B., L., Jennett, S., M., L., et al. (2012). The effects of working memory resource depletion and training on sensorimotor adaptation. Behavioral Brain Research, 228(1), 107-115.
Buschkuehl, M., Jaeggi, S. M., & Jonides, J. (2012). Neuronal effects following working memory training. Developmental Cognitive Neuroscience, 2(Supplement 1), S167-179.
Studer-Luethi, B., Jaeggi, S. M., Buschkuehl, M., & Perrig, W. J. (2012). Influence of neurotisicm and conscientiousness on working memory training outcome. Personality and Individual Differences, 53(1), 44-49.
Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Shah, P. (2011). Short- and long-term benefits of cognitive training. Proceedings of the National Academy of Sciences of the United States of America, 108(25), 10081-10086.
Jaeggi, S. M., Studer, B., Buschkuehl, M., Su, Y.-F., Jonides, J., & Perrig, W. J. (2010). On The Relationship Between N-back Performance and Matrix Reasoning - Implications for Training and Transfer. Intelligence, 38(6), 625-635.
Buschkuehl, M., & Jaeggi, S. M. (2010). Improving intelligence: a literature review. Swiss Medical Weekly, 140(19-20), 266-272.
Jaeggi, S. M., Buschkuehl, M., Perrig, W. J., & Meier, B. (2010). The concurrent validity of the N-back task as a working memory measure. Memory, 18(4), 394-412.
Jaeggi, S. M., Schmid, C., Buschkuehl, M., & Perrig, W. J. (2009). Differential Age Effects in Load-Dependent Memory Processing. Aging, Neuropsychology, and Cognition, 16(1), 80-102.
Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Perrig, W. J. (2008). Improving fluid intelligence with training on working memory. Proceedings of the National Academy of Sciences of the United States of America, 105(19), 6829-6833.
Buschkuehl, M., Jaeggi, S. M., Hutchison, S., Perrig-Chiello, P., Dapp, C., Muller, M., et al. (2008). Impact of working memory training on memory performance in old-old adults. Psychology and Aging, 23(4), 743-753.
Jaeggi, S. M., Buschkuehl, M., Etienne, A., Ozdoba, C., Perrig, W. J., & Nirkko, A. C. (2007). On how high performers keep cool brains in situations of cognitive overload. Cognitive, Affective, and Behavioral Neuroscience, 7(2), 75-89.
Jaeggi, S. M., Seewer, R., Nirkko, A. C., Eckstein, D., Schroth, G., Groner, R., & Gutbrod, K. (2003). Does excessive memory load attenuate activation in the prefrontal cortex? Load-dependent processing in single and dual tasks: functional magnetic resonance imaging study. Neuroimage, 19(2), 210-225.