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Recent studies highlight the prevalence of feature-specific improvements that happen following cognitive training (Gathercole et al., 2019; Holmes et al., 2019; Norris et al., 2019; Rennie et al., 2020). Using tasks in both the assessment and training phases that are nested and vary systematically with respect to specific external task-features, is one approach toward better understanding the nature of this specificity and its boundary conditions (Rennie et al., 2020). The change detection paradigm is a popular measure of visual short-term memory that lends itself nicely to the above approach for both practical and theoretical reasons. As such, this study uses nested change detection task variants to investigate which skills are acquired during training and whether these are feature-specific or generalise more broadly. There will be three change detection tasks (CDTs) that are structurally almost identical but vary subtly from one another with respect to their specific task demands. These will be used as assessment tasks and have training counterpart versions. In all three, participants are presented with an array of randomly oriented, coloured, and positioned-arrows, followed by a delay period, followed by an array containing a single probe stimulus. Participants are required to judge the direction in which the probe stimulus differs from the target stimulus that occupied that same position in the initial display, according to its colour, orientation, or both. This forms our three CDT task variants and training conditions. In the assessment task variants half of the trials will include a retro-cue in the second half of the delay phase, cueing participants toward the location of the target stimuli. We also include a forward digit span task in both our assessment battery and as a control training condition. The CDT training will be adaptive with respect to the set-size of the initial array and the Digit-Span training will be adaptive with respect to span length. In both cases, once participants achieve a certain level of performance (% accuracy) at one set size/span length, it will be increased to make the task more difficult. This paradigm allows us to address our main research questions: 1. Does CDT training enhance task performance with respect to the number of items stored in memory, the precision of those stored items, or both? 2. Are CDT training gains feature specific or do they generalize? 3. Do training improvements have a greater impact on processes at the encoding stage? (All of the above are considered relative to forward-digit training control condition)