Hi Ugur. In response to your question, this has been one of the key limitations identified for Working Memory Training (assuming this is what you are referring to by 'puzzles, teasers,memory games'). While some studies have reported performance improvement on the trained task, these improvements have generally not been shown to transfer into other WM measures. Beyond this, there are also several other limitations to WMT. For review, I would recommend these articles:
Melby-Lervåg, M., & Hulme, C. (2012). Is Working Memory Training Effective? A Meta-Analytic Review. Developmental Psychology, 49(2), 270-91.
Shipstead, Z., Redick, T. S., & Engle, R. W. (2012). Is Working Memory Training Effective? Psychological Bulletin, 138 (4), 628–654.
This recent article may also be of interest, as it provides an example of positive results for the transfer to other tasks in older adults. However, the authors note that the improvements do not appear to last for any significant period after training.
Karbach, J. & Verhaeghen, P. (2014). Making working memory work: A Meta analysis of executive-control and working memory training in older adults. Psychological Science, 25(11), 2027-2037.
Nuestro cerebro es maravilloso, sobre todo por su plasticidad, puesto que se adapta y cambia su estructura de forma significativa a lo largo de la vida, siendo más eficiente en los primeros años de desarrollo. La experiencia modifica nuestro cerebro continuamente fortaleciendo o debilitando las sinapsis que conectan las neuronas, generando así el aprendizaje que es favorecido por el proceso de regeneración neuronal llamado neurogénesis. Desde la perspectiva educativa, esta plasticidad cerebral resulta trascendental porque posibilita la mejora de cualquier alumno y, en concreto, puede actuar como mecanismo compensatorio en trastornos del aprendizaje como la dislexia y el TDAH.
I think that it is generally assumed that procedural memory (or skill learning) can be generalized.
At least according to this:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.78.8913&rep=rep1&type=pdf
Satranç bu kapsamda ayrıcalıklı bir pozisyona sahip olabilir. Atıf bilgilerini aşağıda verdiğim bir çalışmada; satrancın daha sonraki öğrenmelerde etkisi olan pozitif, yatay, dikey veya hiyerarşik, dizisel, özgü ve özgü olmayan transfer etkisi ile ilgili çalışmaları özetlenmiş.
Scholz, M., Niesch, H., Steffen, O., Ernst, B., Markus, L., Witruk, E., & Schwarz, H., (2008). Impact of chess training on mathematics performance and concentration ability of children with learning disabilities, ınternatıonal journal of specıal educatıon, 23(3), 138-148.
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