Effects of working memory training on cognitive and academic abilities in typically developing school-age children

Process-based working memory (WM) training in typically developing children usually leads to short- and long-term improvements on untrained WM tasks. However, results are mixed regarding far transfer to academic and cognitive abilities. Moreover, there is a lack of studies jointly evaluating the different types of transfer, using an adequate design and considering motivational factors. In addition, evidence is needed about how pre-training performance is related to individual differences in training-induced transfer. Therefore, this study aimed to implement and evaluate the efficacy of a computerized process-based WM training in typically developing school-age children. Near and far transfer effects were evaluated both immediately after training and after 6 months, as well as individual differences in training-induced transfer. The sample was composed of 89 typically developing children aged 9–10 years (M = 9.52, SD = 0.30), who were randomized to a WM training group or an active control group. They were evaluated at pre-training, post-training, and follow-up phases with measures of visuospatial and verbal WM, reading comprehension, math computation, and fluid intelligence. Results showed that the training group significantly improved performance in verbal WM and fluid intelligence compared to the active control group, immediately after training and after 6 months. Trained children with lower initial performance in verbal WM or fluid intelligence showed greater transfer gains. No group differences were found in motivational factors. Findings of this study suggest that process-based WM training may promote transfer to cognitive abilities and lead to compensation effects of individual differences in typically developing school-age children.

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Effects of Working Memory Training on Children’s Memory and Academic Performance: the Role of Training Task Features and Trainee’s Characteristics

Working memory training in typically developing children: A multilevel meta-analysis

Effect of working memory training on working memory, arithmetic and following instructions

Data availability

The data supporting the results of this review are available from the corresponding author upon reasonable request.

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Notes

It may be possible that by using an average score, differences between groups in any of the Intrinsic Motivation Inventory dimensions might have been balanced out. Thus, additional t-tests were run separately on the scores of each dimension to check for differences between the training group and active control group. Results suggest no significant differences between groups in children from the initial sample: interest/enjoyment, t (87) = 0.015, p = .988, d = 0.003; perceived competence, t (77.55) = 1.014, p = .314, d = 0.214; effort/importance, t (74.94) = 1.600, p = .114, d = 0.335; as well as in children that participated in all the assessment phases of the study: interest/enjoyment, t (80) = 0.234, p = .815, d = 0.052; perceived competence, t (69.77) = 0.471, p = .639, d = 0.105; effort/importance, t (70.71) = 1.577, p = .119, d = 0.388.

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Funding

This work was supported by the Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Argentina.