Is Training Working Memory in Children with Learning Disabilities a Viable Solution? A Systematic Review.

Area of Science:

• Cognitive Psychology
• Neuroscience
• Developmental Psychology

Background:

• Working memory (WM) is a critical cognitive function influencing learning, particularly in children with learning disabilities (LD).
• WM's role is increasingly recognized in cognitive rehabilitation and academic attainment strategies for children with LD.
• Global research emphasizes WM due to its impact on cognitive functioning and academic success.

Purpose of the Study:

• To explore globally utilized instruments for measuring working memory.
• To review effective working memory training models for cognitive rehabilitation in children with LD.
• To synthesize current evidence on WM's role and training in children with learning disabilities.

Main Methods:

• A systematic review was conducted adhering to Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) guidelines.
• Searches were performed across Google Scholar, PubMed, and Web of Science databases.
• Six studies met inclusion criteria from an initial 770 identified, undergoing detailed analysis.

Main Results:

• Children with learning disabilities exhibit poorer performance in verbal and executive working memory tasks.
• Evidence supports that working memory training can lead to significant improvements in academic attainment.
• Working memory deficits are prevalent across various types of learning disabilities.

Conclusions:

• Cognitive training, specifically targeting working memory, is recommended for children with LD.
• High cerebral plasticity in children suggests that WM training can enhance cognitive capacity and academic performance.
• Further research and development of effective cognitive training techniques are warranted.