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Related Experiment Video

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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

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Is working memory training effective? A study in a school setting.

Catrin Rode1, Robby Robson2, Andy Purviance2

  • 1Department of Psychology, University of Oregon, Eugene, Oregon, United States of America.

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|August 28, 2014
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Summary
This summary is machine-generated.

This study found that while computerized working memory training improved performance on the training tasks, the benefits for untrained tasks and school achievement were minimal for third graders. Intensive training programs may not yield significant academic gains in regular school settings.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Working memory is crucial for academic success.
  • Computerized cognitive training is increasingly explored for educational interventions.
  • Previous research shows mixed results on the transferability of working memory training gains.

Purpose of the Study:

  • To evaluate the effectiveness of an intensive, computerized working memory training program.
  • To assess transfer effects on untrained working memory tasks, school achievement, and classroom behavior.
  • To determine the practical benefits of such training in a school context.

Main Methods:

  • Third-grade students participated in either a working memory training program (average 17 sessions) or regular classroom activities.
  • Performance was measured on training tasks, untrained working memory tasks, standardized achievement tests, and teacher ratings.
  • Correlations between training performance and transfer measures were analyzed.

Main Results:

  • Significant improvements were observed on the computerized working memory training tasks.
  • Substantial correlations were found between training performance and transfer measures, indicating relevance.
  • Effect sizes for training-specific transfer gains were very small and inconsistent across different tasks.

Conclusions:

  • Intensive computerized working memory training shows limited effectiveness for untrained tasks and academic achievement in a school setting.
  • The transferability of cognitive training gains to real-world academic and behavioral outcomes remains a significant challenge.
  • The utility of widespread implementation of such intensive programs in regular schools is questionable.