Distinguishing Near and Far Transfer
Cognitive training effects are classified by transfer 'distance.' Near transfer refers to performance improvement on tasks structurally similar to the trained task. For example, improved performance on a different working memory task after N-Back training. Far transfer refers to generalization to tasks superficially different from training. For example, improved fluid intelligence tests or academic performance after N-Back training. Current scientific evidence is clear: near transfer occurs almost certainly (effect size d=0.40-0.80). Far transfer is uncertain, and even when present, effect sizes are small (d=0.10-0.30). Claiming 'brain training makes you smarter' without understanding this distinction inappropriately extends near transfer's reliable effects to far transfer.
The Lumosity Lawsuit and Scientific Evidence Standards
In 2016, Lumos Labs, developer of brain training app Lumosity, was fined $2 million by the FTC (Federal Trade Commission). Their advertising claiming 'cognitive training improves everyday cognitive function, academic performance, and work performance' was judged as unsubstantiated exaggerated claims. This lawsuit served as a warning to the entire cognitive training industry. The core issue was equating Lumosity game score improvement (near transfer) with everyday cognitive ability improvement (far transfer). Getting better at games is undeniable, but whether that means 'becoming smarter' is a separate question. This case demonstrates the necessity of strictly distinguishing what is being measured (the training task itself or transfer target tasks) when evaluating cognitive training effects.
Theoretical Frameworks for Transfer Conditions
Several theoretical frameworks explain conditions for transfer to occur. 'Identical Elements Theory' (Thorndike) argues transfer is more likely when training and transfer tasks share more cognitive elements. 'Processing Overlap Hypothesis' predicts transfer when both tasks use the same neural circuits. 'Skill Generalization Hypothesis' explains transfer occurs when metacognitive strategies acquired through training (attention allocation methods, information organization methods) are applicable to other tasks. The practical implication from these theories: to maximize transfer, maximize cognitive overlap between training and target tasks. To improve reaction speed, train with tasks directly demanding reaction speed; expecting far transfer from working memory training to reaction speed is inefficient.
Training with Confirmed vs. Doubtful Effects
Based on current evidence, cognitive training classified by effect certainty. Certainly effective (near transfer): processing speed training improves processing speed tasks. Working memory training improves working memory tasks. Attention training improves attention tasks. These are natural results of trained abilities themselves improving. Suggested effects (limited far transfer): action video games produce broad attention function improvement. Aerobic exercise improves executive function generally. Musical instrument playing improves auditory processing and executive function. These are activities simultaneously demanding multiple cognitive functions, enabling broader transfer than single cognitive tasks. Doubtful effects (weak far transfer evidence): single brain training games improving fluid intelligence. Puzzle games improving everyday problem-solving. Memory technique training improving general memory.
Most Efficient Approach for Improving Bench Test Scores
Given transfer science, the most efficient approach for improving Bench test scores is clear. First, repeatedly take Bench tests themselves (direct training). This completely avoids transfer problems, directly improving test-specific skills (stimulus pattern learning, optimal response strategy acquisition). Second, engage in activities with cognitive overlap to tests (targeting near transfer). For reaction time tests: FPS or rhythm games. For typing tests: actual typing practice. For color perception tests: color discrimination tasks. Third, optimize lifestyle habits supporting cognitive function foundations (indirect effects). Sleep, exercise, and nutrition elevate the foundation of general cognitive function rather than specific tasks. Rather than placing excessive expectations on far transfer, combining direct training with lifestyle optimization is most rational from a time-effectiveness perspective.