Cognitive and Working Memory Training assembles an interdisciplinary group of distinguished authors--all experts in the field--who have been testing the efficacy of cognitive and working memory training using a combination of behavioral, neuroimaging, meta-analytic, and computational modelling methods. This edited volume is a defining resource on the practicality and utility of the field of cognitive training research in general, and working memory training in particular. Importantly, one focus of the book is on the notion of transfer--namely, the extent to which cognitive training--be it through music, video-game play, or working memory demanding interventions at school--generalizes to learning and performance measures that were decidedly not part of the training regimen. As most cognitive scientists (and perhaps many casual observers) recognize, the notions of cognitive training and transfer have been widely controversial for many reasons, including disagreement over the reliability of outcomes and consensus on methodological "best practices," and even the ecological validity of laboratory-based tests. This collection does not resolve these debates of course; but its contribution is to address them directly by creating an exchange in a single compendium among scientists who, in separate research publications, do not always reach the same conclusions. The book is organized around comprehensive overview chapters from different disciplinary perspectives--Cognitive Psychology (by Hicks and Engle), Neuroscience (by Kuchinsky and Haarmann), and Development (by Ling and Diamond)--that define major issues, terms, and themes in the field, with a pointed set of challenge questions to which other scientists respond in subsequent chapters. The goal of this volume is to educate. It is designed for students and researchers, and perhaps the armchair psychologist. Crucially, the contributors recognize that it is good for science to persistently confront our understanding of an area: Debate and alternative viewpoints, backed by theory, data, and inferences drawn from the evidence, is what advances scientific knowledge. This book probes established paradigms in cognitive training research, and the long-form of these chapters (not found in scientific journals) allows detailed exploration of the current state of the science. Such breadth intends to invite novel ways of thinking about the nature of cognitive and perceptual plasticity, which may enlighten either new efforts at training, new inferences about prior results, or both.

Jared Novick, PhD is Associate Professor of Hearing and Speech Sciences at the University of Maryland. His research focuses on the intersection of language, memory, and cognitive control processes.
Michael Bunting, PhD is Research Scientist at the University of Maryland Applied Research Laboratory for Intelligence and Security. His research interests include cognitive aptitude and tailored training.
Michael Dougherty, PhD is Professor of Psychology at the University of Maryland. His primary research interests lie at the crossroads of attention, memory, and decision-making.
Randall Engle, PhD is Professor of Psychology at Georgia Institute of Technology. For 35 years, he has explored the nature of working memory and causes of limitations in its capacity.

List of Contributors
Prologue
MICHAEL F. BUNTING AND JARED M. NOVICK
Acknowledgements
SECTION I COGNITIVE PERSPECTIVE
1 Cognitive Perspectives of Working Memory: Current Challenges in Working Memory Training
KENNY HICKS AND RANDALL W. ENGLE
2 Working Memory Training from an Individual Differences Perspective: Efficacy in Older Adults
ERIKA BORELLA, BARBARA CARRETTI, CESARE CORNOLDI, AND ROSSANA DE BENI
3 Training Working Memory for 100 Days: The COGITO Study
FLORIAN SCHMIEDEK, MARTIN LÖVDÉN, AND ULMAN LINDENBERGER
4 How Strong is the Evidence for the Effectiveness of Working Memory Training
CLAUDIA C. VON BASTIAN, SABRINA GUYE, AND CARLA DE SIMONI
SECTION II NEUROCOGNITIVE PERSPECTIVE
5 Neuroscience Perspectives on Cognitive Training
STEFANIE E. KUCHINSKY AND HENK J. HAARMANN
6 Working Memory Training and Transcranial Direct Current Stimulation
JACKY AU, SUSANNE M. JAEGGI, AND MARTIN BUSCHKUEHL
7 Cognitive Training: Component Processes and Criteria for Change
KRISTINE B. WALHOVD, ANDERS M. FJELL, AND LARS NYBERG
SECTION III DEVELOPMENTAL PERSPECTIVE
8 Review of the Evidence on, and Fundamental Questions Surrounding Efforts to Improve Executive Functions, Including Working Memory
ADELE DIAMOND AND DAPHNE S. LING
9 Fundamental Questions Surrounding Efforts to Improve Cognitive Function Through Video Game Training
ADAM EICHENBAUM, DAPHNE BAVELIER, AND C. SHAWN GREEN
10 Logical and Methodological Considerations in Cognitive Training Research
BEN KATZ AND PRITI SHAH
11 Music Training: Contributions to Executive Function
BROOKE M. OKADA AND L. ROBERT SLEVC
12 The Effectiveness of Training in Task Switching: New Insights and Open Issues from a Lifespan View
JUTTA KRAY AND SANDRA DÖRRENBÄCHER
Epilogue
MICHAEL DOUGHERTY AND RANDALL W. ENGLE
Name Index
Subject Index