Intro
Contents
About the Editors
Introduction
References
Part I: Basic Concepts and Methodology
Methods and Designs
Introduction
Statistical Conclusion Validity
Internal Validity
Construct Validity
External Validity
Types of Studies
Data Analysis
Summary and Outlook
References
New Directions in Training Designs
Introduction
Cognitive Training: Built upon Foundational Principles of Learning and Neuroplasticity
Advances in Hardware for Cognitive Training
Advances in Software for Cognitive Training

Advances in Methods for Studying the Impact of Cognitive Training
Control Groups
Blinding: Managing and Measuring Expectations
Randomization: Ensuring Interpretability of Results
But What Is Learned? The Use of Pretest and Posttest Batteries
Frontiers: Questions and Practices for the Field
Benefits of Training: General or Specific?
Multiple Forms of Generalization
Variance in Outcomes: Individual Differences in Training Benefits
The Next Generation of Training Design: Integrated, Informed, and More Powerful than Ever
References

Theoretical Models of Training and Transfer Effects
Introduction
The PRIMs Theory
Higher-Level Transfer
PRIMs' Current Scope
Reuse of Skills in Text Editing
Training Skills in Brain Training
Diminishing Return in Expertise
Stages or Phases in Development
Conclusions
References
Statistical Modeling of Latent Change
Latent Variable Models in Cognitive Science
Introduction to Latent Change Modeling
Testing the Effectiveness of Training Programs
Measurement Invariance
Statistical Power Considerations
Predictors and Correlates of Change Variables

Conclusion
References
Neuroplasticity
Introduction
The Concept of Plasticity
Evidence for Neuroplasticity in the Context of Cognitive Training
Microstructural Processes Underlying Changes in Gray Matter
Time Course of Plastic Changes
Conclusion
References
Cognitive Plasticity and Transcranial Electrical Stimulation
What Is tES?
Overview
Administration
tES Protocols
tDCS
tACS
tRNS
Neurophysiological Mechanisms of tES
Combining tES with Cognitive Training
tDCS and Training
Working Memory Training and tDCS

Other Cognitive Training Paradigms and tDCS
Clinical Applications of Cognitive Training Coupled with tDCS
tRNS and Training
tACS and Training
Why Are the Results Inconsistent?
Methodological Inconsistencies
Individual Differences in Response to tES
Conclusions and Future Directions
References
Individual Differences in Cognitive Training Research
Introduction
Baseline Performance
Age
Motivational Factors
Personality
Socioeconomic Status
Improving the Study of Individual Difference Factors in Cognitive Training Research
Conclusion
References