The Impact of Working Memory Training on Children’s Cognitive and Noncognitive Skills

Abstract

Working memory capacity is thought to play an important role for a wide range of cognitive and noncognitive skills such as fluid intelligence, math, reading, the inhibition of pre-potent impulses or more general self-regulation abilities. Because these abilities substantially affect individuals' life trajectories in terms of health, education, and earnings, the question of whether working memory (WM) training can improve them is of considerable importance. However, whether WM training leads to improvements in these far-transfer skills is contested. Here, we examine the causal impact of WM training embedded in regular school teaching by a randomized educational intervention involving a sample of 6-7 years old first graders. We find substantial immediate and lasting gains in working memory capacity. In addition, we document relatively large positive effects on geometry skills, reading skills, Raven's fluid IQ measure, the ability to inhibit pre-potent impulses and self-regulation abilities. Moreover, these far-transfer effects emerge over time and only become fully visible after 12-13 months. Finally, we document that 3-4 years after the intervention, the children who received training have a roughly 16 percentage points higher probability of entering the academic track in secondary school.

Training spatial cognition enhances mathematical learning in a randomized study of 17,000 children

“…Our finding of transfer to mathematical learning is consistent with some prior studies [19][20][21] but is at odds with some others, the largest negative study being that by Roberts and colleagues 31 . One reason for the discrepancies could be that the current study included a general population while the study by Roberts et al included only children with low WM capacity (lowest 15th percentile).…”

“…Several studies have shown a positive impact of rotation training on mathematics [13][14][15] while others found no effect [16][17][18] . Similarly, training of vs-WM improves mathematical outcomes in children in some studies [19][20][21] , although there are also negative findings 22,23 . Given these mixed results, some suggest that cognitive training, in general, does not transfer at all to academic abilities 24 .…”

Working memory training in children with borderline intellectual functioning and neuropsychiatric disorders: a triple‐blind randomised controlled trial

“…For example, Berger et al . ( 2020 ) reported an improvement index of 20.76 points in children functioning at a lower or average neurocognitive level. Furthermore, they found that training effects did not differ significantly between children functioning at a lower neurocognitive level and those who had an average level (Berger et al .…”

Computerized Working Memory Training for Children With Neurofibromatosis Type 1 (NF1): A Pilot Study

“…This is supported by recent research suggesting that cognitive gains following CogmedRM training may have substantial immediate impacts on academic success and self-regulation, as well as lasting impacts on individuals' life trajectories, health, education, and earnings. 34 Ultimately, training these skills may contribute to an improved quality of life for children and adolescents with NF1.…”