School based working memory training: Preliminary finding of improvement in children's mathematical performance

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Educational Psychology

Background:

• Working memory is crucial for complex cognitive tasks like mental arithmetic.
• Limited research exists on school-based working memory training for young children.
• Executive functions, including inhibition and monitoring, are key components of working memory.

Purpose of the Study:

• To investigate the effectiveness of a school-based working memory training program.
• To assess the impact of training on executive functions in young children.
• To determine if working memory training improves mathematical functioning.

Main Methods:

• A working memory training program targeting executive processes was implemented.
• Participants included young children, with a trained group and a matched control group.
• Performance was measured using trained and non-trained working memory tasks and an addition task.

Main Results:

• The training group showed significantly greater improvements in trained working memory tasks.
• Enhanced performance was observed in a non-trained visual-spatial working memory task.
• The training group exhibited significant improvements in mathematical functioning (fewer errors in addition).

Conclusions:

• Preliminary findings suggest school-based working memory training is beneficial for children.
• Training executive functions may enhance both working memory capacity and mathematical abilities.
• Further research is warranted to confirm these preliminary results and explore long-term effects.