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Related Experiment Video

Updated: Jan 23, 2026

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

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

Published on: September 20, 2020

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

This summary is machine-generated.

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.

Keywords:

executive function far transfer problem solving strategy training working memory

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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.