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Effects of working memory training on cognitive and academic abilities in typically developing school-age children.

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Title: Effects of working memory training on cognitive and academic abilities in typically developing school-age children.
Authors: Vernucci, Santiago (AUTHOR), Canet-Juric, Lorena (AUTHOR), Richard's, María M. (AUTHOR)
Source: Psychological Research. Feb2023, Vol. 87 Issue 1, p308-326. 19p. 1 Diagram, 1 Chart, 1 Graph.
Subjects: Mnemonics, Cognitive ability, Fluid intelligence, Short-term memory, Academic ability, Cognitive training, Transfer of training, Individual differences
Abstract: Process-based working memory (WM) training in typically developing children usually leads to short- and long-term improvements on untrained WM tasks. However, results are mixed regarding far transfer to academic and cognitive abilities. Moreover, there is a lack of studies jointly evaluating the different types of transfer, using an adequate design and considering motivational factors. In addition, evidence is needed about how pre-training performance is related to individual differences in training-induced transfer. Therefore, this study aimed to implement and evaluate the efficacy of a computerized process-based WM training in typically developing school-age children. Near and far transfer effects were evaluated both immediately after training and after 6 months, as well as individual differences in training-induced transfer. The sample was composed of 89 typically developing children aged 9–10 years (M = 9.52, SD = 0.30), who were randomized to a WM training group or an active control group. They were evaluated at pre-training, post-training, and follow-up phases with measures of visuospatial and verbal WM, reading comprehension, math computation, and fluid intelligence. Results showed that the training group significantly improved performance in verbal WM and fluid intelligence compared to the active control group, immediately after training and after 6 months. Trained children with lower initial performance in verbal WM or fluid intelligence showed greater transfer gains. No group differences were found in motivational factors. Findings of this study suggest that process-based WM training may promote transfer to cognitive abilities and lead to compensation effects of individual differences in typically developing school-age children. [ABSTRACT FROM AUTHOR]
Copyright of Psychological Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Effects of working memory training on cognitive and academic abilities in typically developing school-age children.
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  Data: <searchLink fieldCode="AR" term="%22Vernucci%2C+Santiago%22">Vernucci, Santiago</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Canet-Juric%2C+Lorena%22">Canet-Juric, Lorena</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Richard's%2C+María+M%2E%22">Richard's, María M.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychological+Research%22">Psychological Research</searchLink>. Feb2023, Vol. 87 Issue 1, p308-326. 19p. 1 Diagram, 1 Chart, 1 Graph.
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  Data: <searchLink fieldCode="DE" term="%22Mnemonics%22">Mnemonics</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br /><searchLink fieldCode="DE" term="%22Fluid+intelligence%22">Fluid intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Short-term+memory%22">Short-term memory</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+ability%22">Academic ability</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+training%22">Cognitive training</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+of+training%22">Transfer of training</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+differences%22">Individual differences</searchLink>
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  Data: Process-based working memory (WM) training in typically developing children usually leads to short- and long-term improvements on untrained WM tasks. However, results are mixed regarding far transfer to academic and cognitive abilities. Moreover, there is a lack of studies jointly evaluating the different types of transfer, using an adequate design and considering motivational factors. In addition, evidence is needed about how pre-training performance is related to individual differences in training-induced transfer. Therefore, this study aimed to implement and evaluate the efficacy of a computerized process-based WM training in typically developing school-age children. Near and far transfer effects were evaluated both immediately after training and after 6 months, as well as individual differences in training-induced transfer. The sample was composed of 89 typically developing children aged 9–10 years (M = 9.52, SD = 0.30), who were randomized to a WM training group or an active control group. They were evaluated at pre-training, post-training, and follow-up phases with measures of visuospatial and verbal WM, reading comprehension, math computation, and fluid intelligence. Results showed that the training group significantly improved performance in verbal WM and fluid intelligence compared to the active control group, immediately after training and after 6 months. Trained children with lower initial performance in verbal WM or fluid intelligence showed greater transfer gains. No group differences were found in motivational factors. Findings of this study suggest that process-based WM training may promote transfer to cognitive abilities and lead to compensation effects of individual differences in typically developing school-age children. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychological Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s00426-022-01647-1
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              Text: Feb2023
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              Y: 2023
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