Working Memory Training is Associated with Long Term Attainments in Math and Reading

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.