Evaluating the impact of working memory training programmes on children – a systematic review

Abstract

Background:An increasing body of evidence suggests that working memory can have a significant effect on the academic success of children in school (Gathercole & Alloway, 2008). As such a number of working memory training programmes have been developed and marketed commercially to schools and parents as tools for helping children to boost their working memory and as a result, their learning ability.Aim:The reliability and validity of this body of evidence has been challenged in recent years with questions raised as to whether such programmes actually do boost working memory or show any subsequent impact upon learning (Apter, 2012). This paper aims to examine eight studies published within the last 10 years that explore the effects of commercially available working memory training on working memory and various other factors including ADHD, literacy and numeracy.Rationale/Approach:Drawing on systematic literature review methodology and using study quality assessment frameworks, the paper examines the evidence for the impact of working memory training programmes upon working memory and other neuro-behavioural and neuro-cognitive factors relevant to teaching and learning.Findings/Conclusion:The studies examined used samples from a range of ages (5 to 12 years) and with varied demographic, behavioural and cognitive characteristics. The review indicated that although significant near and far transfer effects for improvements to working memory were found, there were some differences in the pattern of these improvements, with different studies finding different sub-components of working memory benefiting over others. The review also found that the evidence that working memory training leads to improvements in other areas such as literacy and numeracy is inconclusive at best, and that further research will be required for us to better understand the mechanism through which working memory training may improve working memory and academic performance in children.

A Qualitative Study into Teacher–Student Interaction Strategies Employed to Support Primary School Children’s Working Memory

“…This lack of transferable and durable effects might be attributed to such interventions training WM out of context and, therefore, ignoring potentially important contextual factors. Finally, recent reviews (see [65,66]) concluded that evidence that WM training leads to improvements in other areas, such as literacy and numeracy, is inconclusive at best, and further research is required to better understand the mechanisms through which WM training may improve WM and academic performance in children.…”

Pembangunan Dan Penilaian Modul Intervensi Kognitif Untuk Kemahiran Membaca Murid Disleksia

“…Modul Intervensi Kognitif ini yang menggabungkan kemahiran membaca yang menumpukan kepada kemahiran dekoding dan berfokuskan kepada keupayaan kognitif dapat meningkatkan kecekapan membaca kepada murid yang berisiko dan Murid Berkeperluan Pendidikan Khas (MBPK) (Kendeou et al, 2014). Kajian-kajian terbaharu menunjukkan latihan atau intervensi memori kerja dapat meningkatkan kapasiti memori kerja dan berpotensi untuk peningkatan pembelajaran murid (Alloway et al, 2016;Randall & Tyldesley, 2016).…”

أثر برنامج تدريبى محوسب قائم على الذاكرة العاملة فى مظاهر اضطراب الانتباه المصحوب بفرط النشاط لدى عينة من تلاميذ الحلقة الأولى من التعليم الأساسي

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