Darren L. Dunning|Joni Holmes|Susan E. Gathercole
Does working memory training lead to generalized improvements in children with low working memory? A randomized controlled trial
University of York|MRC Cognition and Brain Sciences Unit|MRC Cognition and Brain Sciences Unit
children low working memory typically make poor educational progress speculated difficulties meeting heavy working memory demands classroom may contributory factor intensive working memory training shown boost performance untrained memory tasks variety populations first randomized controlled trial low working memory children investigated whether benefits training extend beyond standard working memory tasks complex activities typical classroom working memory plays role well cognitive skills developing academic abilities children aged 79 years received either adaptive working memory training nonadaptive working memory training low memory loads training adaptive training associated selective improvements multiple untrained tests working memory evidence changes classroom analogues activities tax working memory cognitive assessments gains verbal working memory sustained one year training thus benefits working memory training delivered way may extend beyond structured working memory tasks