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Outcomes of Varied Activities in Working Memory Training for Children: A Randomized Controlled Trial

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Title: Outcomes of Varied Activities in Working Memory Training for Children: A Randomized Controlled Trial
Language: English
Authors: Caitlin Hrysanidis, Peter J. Anderson, Regine Cassandra Lau, Susan Gathercole, Joshua F. Wiley (ORCID 0000-0002-0271-6702), Megan Spencer-Smith
Source: Developmental Science. 2026 29(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Foreign Countries, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Short Term Memory, Educational Games, Cognitive Development, Learning Strategies, Learning Activities
Geographic Terms: Australia
DOI: 10.1111/desc.70130
ISSN: 1363-755X
1467-7687
Abstract: Although cognitive training with varied activities is commonly assumed to maximize training benefits, this has not been systematically tested in children. This randomized controlled trial evaluated outcomes following working memory training with either two, four, or six varied activities compared to an active control in 197 Australian primary school children in Grades 2-5 (7-11 years). The interventions were embedded in Minecraft Education Edition and delivered in class daily over 2 weeks, with the maximum total training dose ranging from 175 to 225 min. The working memory training included backward span and following instructions activities that varied by stimulus type. The active control involved creative worldbuilding. Measures of working memory (near and intermediate transfer), reasoning and inattention (far transfer) were completed at baseline, immediately, and 3-months post-intervention. None of the working memory training conditions (two, four, and six varied activities) performed better than the active control on the outcome measures either immediately or 3 months after the intervention. Findings fail to provide any evidence that varied cognitive training activities maximize cognitive training benefits in children.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498499
Database: ERIC
FullText Text:
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  Data: Outcomes of Varied Activities in Working Memory Training for Children: A Randomized Controlled Trial
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  Data: <searchLink fieldCode="AR" term="%22Caitlin+Hrysanidis%22">Caitlin Hrysanidis</searchLink><br /><searchLink fieldCode="AR" term="%22Peter+J%2E+Anderson%22">Peter J. Anderson</searchLink><br /><searchLink fieldCode="AR" term="%22Regine+Cassandra+Lau%22">Regine Cassandra Lau</searchLink><br /><searchLink fieldCode="AR" term="%22Susan+Gathercole%22">Susan Gathercole</searchLink><br /><searchLink fieldCode="AR" term="%22Joshua+F%2E+Wiley%22">Joshua F. Wiley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0271-6702">0000-0002-0271-6702</externalLink>)<br /><searchLink fieldCode="AR" term="%22Megan+Spencer-Smith%22">Megan Spencer-Smith</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Science%22"><i>Developmental Science</i></searchLink>. 2026 29(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 20
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1111/desc.70130
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  Data: 1363-755X<br />1467-7687
– Name: Abstract
  Label: Abstract
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  Data: Although cognitive training with varied activities is commonly assumed to maximize training benefits, this has not been systematically tested in children. This randomized controlled trial evaluated outcomes following working memory training with either two, four, or six varied activities compared to an active control in 197 Australian primary school children in Grades 2-5 (7-11 years). The interventions were embedded in Minecraft Education Edition and delivered in class daily over 2 weeks, with the maximum total training dose ranging from 175 to 225 min. The working memory training included backward span and following instructions activities that varied by stimulus type. The active control involved creative worldbuilding. Measures of working memory (near and intermediate transfer), reasoning and inattention (far transfer) were completed at baseline, immediately, and 3-months post-intervention. None of the working memory training conditions (two, four, and six varied activities) performed better than the active control on the outcome measures either immediately or 3 months after the intervention. Findings fail to provide any evidence that varied cognitive training activities maximize cognitive training benefits in children.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1498499
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        Type: general
      – SubjectFull: Elementary School Students
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