As a general rule, the repeated administration of tests measuring a given cognitive ability in
the same participants reveals increased scores. This brings to life the well-known practice
effect and it must be taken into account in research aimed at the proper assessment of
changes after the completion of cognitive training programs. Here we focus in one specific
research question: Are changes in test scores accounted for by the tapped underlying
cognitive construct/factor? The evaluation of the factor of interest by several measures is …