From Memory to Strategy: Exploring Strategy Use During Working Memory Training in Brazilian Children

Understanding how children spontaneously use cognitive strategies during working memory (WM) training is essential for optimizing training outcomes. This study investigated spontaneous strategy use among children participating in a computerized WM training program and examined whether strategy use influenced training performance. Forty children aged 6 to 10 years from public schools were assigned to either an experimental group that completed 8 weeks of computerized WM training or an active control group. Performance data were collected throughout training, and after the intervention, children completed a structured interview assessing spontaneous strategy use during training tasks. Results showed that 60% of children reported using at least 1 cognitive strategy, such as rehearsal, categorization, or mental imagery. A binary logistic multilevel model indicated that children in the experimental group were significantly more likely to perceive the strategies as helpful compared to the control group (Odds ratio = 5.04, 95% Confidence interval [1.54, 16.47], z = 2.67, p = .008). These findings suggest that spontaneous strategy use may partially explain individual differences in WM training outcomes and highlight the importance of fostering metacognitive awareness during cognitive interventions. Future studies should explore how strategy use can be supported and enhanced during training to maximize cognitive benefits.