How Is Working Memory Training Likely to Influence Academic Performance? Current Evidence and Methodological Considerations

Abstract

Working memory (WM) is one of our core cognitive functions, allowing us to keep information in mind for shorter periods of time and then work with this information. It is the gateway that information has to pass in order to be processed consciously. A well-functioning WM is therefore crucial for a number of everyday activities including learning and academic performance (Gathercole et al., 2003; Bull et al., 2008), which is the focus of this review. Specifically, we will review the research investigating whether improving WM capacity using Cogmed WM training can lead to improvements on academic performance. Emphasis is given to reviewing the theoretical principles upon which such investigations rely, in particular the complex relation between WM and mathematical and reading abilities during development and how these are likely to be influenced by training. We suggest two possible routes in which training can influence academic performance, one through an effect on learning capacity which would thus be evident with time and education, and one through an immediate effect on performance on reading and mathematical tasks. Based on the theoretical complexity described we highlight some methodological issues that are important to take into consideration when designing and interpreting research on WM training and academic performance, but that are nonetheless often overlooked in the current research literature. Finally, we will provide some suggestions for future research for advancing the understanding of WM training and its potential role in supporting academic attainment.

Targeting the Three Stages of Retrieval from Secondary Memory in a Double-Blinded, Placebo-Controlled, Randomized Working Memory Training Study

“…Such mixed results are also apparent on academic outcome measures following Cogmed, with participants showing no improvement on academic achievement and classroom performance measures compared to controls in numerous reports (Bigorra et al 2016;Chacko et al 2014;Dunning et al 2013;Gray et al 2012;Partanen et al 2015;Roberts et al 2016;van der Donk et al 2015;van Dongen-Boomsma et al 2014). Although researchers have proposed other explanations for the lack of far transfer to academic performance following Cogmed (Bergman Nutley and Söderqvist 2017), it is worth noting that studies in which there has been non-significant far transfer to academic achievement are almost exclusively rigorously designed, randomized trials with active control groups.…”

Are Measures of Transfer Effects Missing the Target?

“…To reasonably expect transfer effects to academic performance, and to be able to measure these, there are a number of theoretical conditions to consider. We have previously suggested that there are at least two theoretical routes in which such transfer could take place (Bergman Nutley and Söderqvist 2017;Söderqvist and Nutley 2015). The first is by a direct effect on performance, that is when an improvement in WMC will lead to increased performance on tasks where low WMC acts as a bottleneck.…”

Time-Dependent Effects of Acute Exercise on University Students’ Cognitive Performance in Temperate and Cold Environments

“…Evidence has been presented indicating that academic performance is associated with processing speed (Rohde and Thompson, 2007), working memory (Bergman Nutley and Söderqvist, 2017) and cognitive flexibility (Latzman et al, 2010). Thus, an acute exercise intervention between study sessions may yield positive effects on university students’ learning efficiency.…”