Evidências preliminares da efetividade do treinamento cognitivo para melhorar a inteligência de crianças escolares

Mansur‐Alves, Marcela; Flores-Mendoza, Carmen; Tierra-Criollo, Carlos Júlio

doi:10.1590/s0102-79722013000300001

Cited by 11 publications

(5 citation statements)

References 24 publications

(40 reference statements)

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“…Even more, these gains were more related to the WM activities than to the math exercises. Previous WM training with ADHD children has also resulted in improvements in non-verbal IQ (Klingberg et al, 2002 , 2005 ), although studies with typically developing children have not always yielded statistically significant improvement (Thorell et al, 2009 ; Bergman-Nutley et al, 2011 ; Loosli et al, 2012 ; Mansur-Alves et al, 2013 ; Studer-Luethi et al, 2015 ).…”

Section: Discussionmentioning

confidence: 99%

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results

et al. 2018

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Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF), has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ) and their school achievement (math and language grades and abilities) were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills.

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Section: Discussionmentioning

confidence: 99%

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results

et al. 2018

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“…We highlight that the number of children trained in the present study was higher than that in the majority of published studies (Sala & Gobet, 2017). The results are highly relevant, because only a few WMT effect studies have been conducted with Brazilian children, and even fewer WMT protocols have been constructed to address national characteristics (except for the studies by Mansur-Alves et al, 2013;Ramos & Melo, 2016;Alves & Bonfim, 2016). The program seems to promote specific gains in phonological awareness and PIQ; however, these improvements were not translated to general cognitive abilities.…”

Section: Final Remarksmentioning

confidence: 57%

Is working memory training efficient? Effects on IQ and school performance in Brazilian children

Barbosa-Pereira

Martins

Ferreira‐Junior

et al. 2022

Applied Cognitive Psychology

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Working memory training (WMT) for children has received great attention in recent scientific investigations. However, evidence on program efficacy is still sparse. This study aimed to investigate the effect of a WMT software program (Programa de Ativação da Memória de Trabalho [PRAMEMT]) in promoting gains on cognitive and school related abilities. To investigate its effect, 78 school children attending 1st to 5th grades (52.6% girls; mean age = 7.87 years; SD = 1.44) were randomly allocated to a control (n = 37) or an experimental (n = 41) group. The children participated in five intervention sessions. The control group answered questions related to the same animals and themes featured in the PRAMEMT, but unrelated to working memory. The results suggested that there were gains in the performance intelligence quotient (p < .05; d = −0.54) and phonological awareness (p < .05; d = −0.52) in the experimental group; however, there was no change in overall cognitive performance. Possible mechanisms for these findings are discussed.

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“…Since articles in Spanish and Portuguese were found in the reference lists, it was evaluated if those articles met the inclusion criteria. A study in Portuguese was included (Mansur-Alves, Flores-Mendoza, & Tierra-Criollo, 2013). Table 1 presents the 35 studies that met the selection criteria.…”

Section: Study Inclusion Criteriamentioning

confidence: 99%

Working Memory Training in Children: A Review of Basic Methodological Criteria

et al. 2019

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Working memory is a process of great relevance during childhood due to its role in diverse complex skills. Like the rest of executive functions, it is highly sensitive to environmental influences, so it is assumed that it could be modified through targeted interventions. A large number of working memory training studies in children aim to achieve transfer effects both on this process and on those with which it is related. Although some promising results have been found, the efficacy of working memory training cannot be affirmed; methodological quality of studies is one of the main reasons for this. Compliance with basic methodological criteria (inclusion of a control group that must preferably be active, random assignment of participants to groups) has a great impact on the internal validity of the studies. Furthermore, the need to control for the effects of motivational factors associated with the intervention is added and emphasized. This study reviews the fulfillment of these criteria in process-based working memory training literature in children, analyzing its impact on internal validity. Limitations of the field in relation to the lack of compliance with the proposed criteria are discussed and alternatives are suggested in order to improve the quality of future studies.

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Evidências preliminares da efetividade do treinamento cognitivo para melhorar a inteligência de crianças escolares

Cited by 11 publications

References 24 publications

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results

Is working memory training efficient? Effects on IQ and school performance in Brazilian children

Working Memory Training in Children: A Review of Basic Methodological Criteria

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