capacity after training. This may account, in part, for the discrepancy between a simple notion of maturational windows of opportunity in the acquisition of skills on one hand, and the accumulating evidence for very effective skill-learning in adults on the other (e.g., [65]). In can be claimed that the discrepancy between our and others' findings might by attributable to differences in methodology: the skills in our program might relate more closely to the effectiveness of working memory; and our study entailed more precise measurement of the effectiveness of the training program
