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Related Concept Videos

Working Memory01:24

Working Memory

723
Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
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Information Processing Approach01:30

Information Processing Approach

427
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Related Experiment Video

Updated: Dec 30, 2025

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
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Working memory training in typically developing children: A multilevel meta-analysis.

Giovanni Sala1, Fernand Gobet2

  • 1Fujita Health University, Toyoake, Japan. sala.giovanni@fujita-hu.ac.jp.

Psychonomic Bulletin & Review
|January 16, 2020
PubMed
Summary
This summary is machine-generated.

Working memory (WM) training shows small benefits for memory tasks in children, but does not improve intelligence or academic skills. Further research in this area is not recommended due to a lack of generalized effects.

Keywords:
Academic achievementCognitive enhancementCognitive trainingMeta-analysisTransferWorking memory training

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Area of Science:

  • Cognitive Psychology
  • Developmental Neuroscience
  • Educational Psychology

Background:

  • Working memory (WM) training is proposed to enhance cognitive skills and academic achievement in typically developing children.
  • Existing research on WM training benefits yields conflicting results, necessitating a comprehensive meta-analysis.

Purpose of the Study:

  • To resolve discrepancies regarding the efficacy of WM training in typically developing children.
  • To investigate sources of heterogeneity in WM training studies, focusing on transfer effects.

Main Methods:

  • A meta-analysis of 41 studies, encompassing 393 outcomes and 2,375 participants.
  • Analysis focused on near-transfer (memory tasks) and far-transfer (fluid intelligence, academic achievement) effects.
  • Comparison of effects based on control group type (active vs. non-active).

Main Results:

  • Small to medium effects were observed for near-transfer memory tasks, proportional to task similarity.
  • Far-transfer measures, including intelligence and academic achievement, were unaffected by WM training, particularly with active controls.
  • True heterogeneity was minimal and explained by control type and statistical artifacts, not mixed findings.

Conclusions:

  • WM training demonstrates limited efficacy, primarily for direct memory tasks, with no significant generalized cognitive or academic benefits.
  • The absence of generalized effects and true heterogeneity suggests that continued investment in WM training research for typically developing children is unwarranted.