Multisensory Facilitation of Working Memory Training
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BRIEF REPORT
Multisensory Facilitation of Working Memory Training Anja Pahor 1,2 & Cindy Collins 1 & Rachel N. Smith-Peirce 2 & Austin Moon 1,2 & Trevor Stavropoulos 1 & Ilse Silva 1 & Elaine Peng 1 & Susanne M. Jaeggi 3,2 & Aaron R. Seitz 1 Received: 4 May 2020 / Accepted: 16 October 2020 # Springer Nature Switzerland AG 2020
Introduction The human brain has evolved to learn in information-rich environments in which integration of information from multiple sensory inputs is ubiquitous. While perception and cognition are often studied within one sensory modality at a time, there is growing evidence that much of the neocortex is inherently multisensory (Ghazanfar & Schroeder, 2006; Murray et al., 2016) and that multisensory processing is behaviorally advantageous, particularly when the sources are temporally and semantically related (Diaconescu et al., 2011). Multisensory facilitation can benefit subsequent unisensory perceptual processing (Kim et al., 2008a; Shams et al., 2011; von Kriegstein & Giraud, 2006) and memory retrieval of unisensory information (Heikkilä et al., 2017; Lehmann & Murray, 2005; Murray et al., 2004; Thelen et al., 2015). Models suggest that multisensory facilitation can arise through cross-sensory connections between unisensory representations and/or feedback to unisensory representations supporting stronger encoding in those regions as well as by modification or formation of multisensory representations, so that later presentation of unisensory stimuli activates an expanded, multisensory network of brain regions (Shams & Seitz, 2008). Working memory (WM) is an example of a system that is thought to be multisensory in nature (Quak et al., 2015). Indeed, parts of the WM circuitry such as the intraparietal and dorsolateral prefrontal cortices have been linked to multimodal maintenance of information (Cowan et al., 2011). WM
* Anja Pahor [email protected] 1
Department of Psychology, University of California, Riverside, Riverside, CA, USA
2
School of Education, University of California, Irvine, Irvine, CA, USA
3
Department of Cognitive Sciences, University of California, Irvine, Irvine, CA, USA
training has shown to lead to improved performance on tasks that rely on short-term and WM components, particularly when the untrained tasks share similar processes as the trained task (Holmes et al., 2019). It has been suggested that transfer effects only occur if the training and transfer tasks engage specific overlapping brain regions and processes (Dahlin et al., 2008) and that paradigm-specific effects may reflect changes in strategies developed throughout training, rather than an improvement in the efficiency of WM (Forsberg et al., 2020). It is worth noting that mechanisms leading to transfer, and the extent of transfer beyond the domain of WM, are topics of substantial controversy with even metanalyses reaching inconsistent conclusions (Au et al., 2015; MelbyLervåg et al., 2016; Schwaighofer et al., 2015; Soveri et al., 2017; Weicker et al., 2016); however, this goes beyond the scope of the c
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