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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 is Associated with Long Term Attainments in Math and Reading.

Stina Söderqvist1, Sissela Bergman Nutley1

  • 1Clinical Research, Pearson Clinical Assessment Stockholm, Sweden.

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Summary

Computerized working memory (WM) training improved reading and math skills in 4th graders over two years. This cognitive training may enhance learning capacity and optimize academic potential in high-achieving students.

Keywords:
academic attainmentcogmedcognitive trainingeducational psychologyworking memory training

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Computerized working memory (WM) training enhances WM-related functions like attention and instruction following.
  • These cognitive functions are crucial for academic performance, raising questions about the transferability of WM training to educational outcomes.
  • Previous research has primarily focused on short-term effects, with limited investigation into long-term academic impacts.

Purpose of the Study:

  • To investigate the long-term effects of Cogmed Working Memory Training (CWMT) on academic performance in elementary school students.
  • To determine if CWMT can lead to significant improvements in standardized test scores for reading and mathematics.
  • To explore the relationship between the degree of WM improvement during training and subsequent academic gains.

Main Methods:

  • A longitudinal study comparing two age-matched 4th-grade classrooms over two years.
  • One classroom (n=20) received CWMT, while the control classroom (n=22) received standard education.
  • Nationally standardized reading and math tests were administered at baseline and after two years to assess academic performance.

Main Results:

  • The CWMT group showed significantly greater improvements in reading scores (Cohen's d = 0.66, p = 0.045) compared to the control group.
  • A positive trend for math performance was observed in the training group (Cohen's d = 0.58, p = 0.091).
  • Academic gains correlated with improvements achieved during CWMT, suggesting a direct link between cognitive training and learning capacity.

Conclusions:

  • Long-term (over 1 year) working memory training positively impacts academic performance in reading and math.
  • CWMT may enhance students' learning capacity, particularly benefiting typical or high-achieving students.
  • These findings suggest that WM training can be a valuable tool for optimizing academic potential.