The Effectiveness of Working Memory Training for Children With Low Working Memory

Area of Science:

• Cognitive Psychology
• Developmental Neuroscience
• Clinical Psychology

Background:

• Working memory training aims to enhance cognitive abilities in children.
• Individual differences in response to cognitive interventions are common.
• The Cogmed Working Memory Training program is a widely studied intervention.

Purpose of the Study:

• To investigate if children with specific characteristics respond differently to the Cogmed Working Memory Training program.
• To examine the efficacy of Cogmed in subgroups including those with low IQ, attention-deficit/hyperactivity disorder (ADHD) symptoms, emotional/behavioral issues, or special health care needs.

Main Methods:

• A population-based randomized controlled trial (Memory Maestros) involving 452 first-grade children with low working memory.
• Comparison of Cogmed intervention (20-25 sessions) against usual teaching.
• Assessment of working memory changes using the Automated Working Memory Assessment over 6 months.

Main Results:

• Approximately one-third of children showed significant working memory improvement post-Cogmed, with similar outcomes in the control group.
• Children with elevated hyperactivity/inattention were less likely to improve visuospatial working memory with Cogmed.
• No differential effects were observed for children with low IQ, emotional/behavioral symptoms, special health care needs, or by sex.

Conclusions:

• Cogmed did not demonstrate significant differential benefits across most studied subgroups.
• Children with hyperactivity/inattention showed poorer outcomes with Cogmed, suggesting limited efficacy for this group.
• More research is required to tailor working memory interventions to specific child populations.