ABSTRACT
The ability of educational intervention to enhance performance on cognitive tasks is of major importance to human societies. Our work has been concerned with two types of interventions, practice and training. Practice refers to repeated performance of the same cognitive task. Its role lies in the acquisition and maintenance of cognitive skill. Training also involves repeated performance but differs from practice in that the repeated activity consists of processes that are theoretically distinct from those of the skill of interest, i. e., its efficacy rests on the presence of transfer.
