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How Is Working Memory Training Likely to Influence Academic Performance? Current Evidence and Methodological

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Improving working memory (WM) capacity through Cogmed WM training may enhance academic performance. This review examines the complex relationship between WM, learning, and academic skills, suggesting potential training impacts.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Working memory (WM) is essential for conscious information processing, learning, and academic success.
  • WM capacity is critical for everyday activities, including academic performance.
  • Research explores the link between WM and cognitive functions like learning and academic achievement.

Purpose of the Study:

  • To review research on Cogmed WM training's impact on academic performance.
  • To examine the theoretical underpinnings of WM training effects on learning and academic skills.
  • To identify methodological considerations in WM training research.

Main Methods:

  • Review of existing literature on working memory training and academic performance.
  • Analysis of theoretical models linking WM, reading, and mathematical abilities.
  • Examination of research methodologies in the field.

Main Results:

  • Working memory training may influence academic performance through enhanced learning capacity or immediate task improvements.
  • The relationship between WM, training, and academic outcomes is complex and theoretically nuanced.
  • Methodological limitations in current research often overlook critical factors.

Conclusions:

  • Cogmed WM training shows potential for improving academic performance.
  • Further research is needed to clarify the mechanisms and optimize WM training protocols.
  • Addressing methodological issues is crucial for advancing our understanding of WM training's role in academic attainment.