Interventions targeting working memory in 4-11 year olds within their everyday contexts: A systematic review

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Educational Psychology

Background:

• Children's everyday contexts offer potential for interventions to enhance working memory (WM) and real-world skills.
• Effectiveness of non-computerized WM interventions in children remains underexplored.

Purpose of the Study:

• Systematically review non-computerized interventions for 4-11-year-olds.
• Evaluate effects on WM, near- and far-transfer, and sustained gains.
• Identify active ingredients and optimal dosage for WM interventions.

Main Methods:

• Searched 12 databases for non-computerized WM interventions.
• Screened over 6,000 papers, including 18 for review.
• Categorized interventions: environmental adaptation, direct WM training, and indirect skill training (physical activity, play, etc.).

Main Results:

• Direct WM training and indirect skill practice (physical activity, play, inhibition) improved WM and near-transfer.
• Effective interventions shared an 'executive-loaded' task component, engaging attentional and processing resources.
• Few studies assessed dosage, far-transfer, or long-term durability.

Conclusions:

• Non-computerized interventions, particularly those with executive-loaded tasks, can enhance children's WM and near-transfer skills.
• Methodological limitations (small samples, lack of blinding/active controls) necessitate further rigorous research.
• Future studies require clear theoretical frameworks to guide intervention design and outcome measurement.