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Updated: Jan 23, 2026
07:01
Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
Published on: September 20, 2020
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Far-Transfer Effects of Strategy-Based Working Memory Training
Sharon Chan1, Ulrich Mueller2, Michael E J Masson2
1University of Toronto, Applied Psychology and Human Development, Toronto, ON, Canada.
Frontiers in Psychology
|June 20, 2019
Summary
Training working memory strategies improved problem-solving skills in children. Both semantic and rehearsal techniques enhanced performance on novel tasks, suggesting cognitive interventions can boost problem-solving abilities.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Educational Psychology
Background:
- Working memory (WM) training studies often show limited transfer of skills to new contexts.
- Understanding how WM strategies impact problem-solving is crucial for cognitive development.
Purpose of the Study:
- To investigate the transfer effects of specific working memory (WM) training strategies on a novel problem-solving task.
- To compare the efficacy of combined semantic and rehearsal training versus individual strategies.
Main Methods:
- 64 children aged 6–9 years were randomly assigned to four groups: semantic and rehearsal training, semantic training only, rehearsal training only, or a control group.
- Participants completed a novel problem-solving task following the training interventions.
Main Results:
- All training groups demonstrated significantly better performance on the problem-solving transfer task compared to the control group.
- No significant differences in performance were found between the semantic and rehearsal training groups, or the combined training group.
Conclusions:
- Working memory strategy training can effectively enhance performance on novel problem-solving tasks in children.
- Both semantic and rehearsal strategies, individually or combined, appear beneficial for cognitive transfer.
- Findings support the utility of WM training for cognitive interventions and inform future research designs.
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