Cargando…

Working Memory Training is Associated with Long Term Attainments in Math and Reading

Training working memory (WM) using computerized programs has been shown to improve functions directly linked to WM such as following instructions and attention. These functions influence academic performance, which leads to the question of whether WM training can transfer to improved academic perfor...

Descripción completa

Detalles Bibliográficos
Autores principales: Söderqvist, Stina, Bergman Nutley, Sissela
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2015
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4639603/
https://www.ncbi.nlm.nih.gov/pubmed/26617545
http://dx.doi.org/10.3389/fpsyg.2015.01711
_version_ 1782399946711891968
author Söderqvist, Stina
Bergman Nutley, Sissela
author_facet Söderqvist, Stina
Bergman Nutley, Sissela
author_sort Söderqvist, Stina
collection PubMed
description Training working memory (WM) using computerized programs has been shown to improve functions directly linked to WM such as following instructions and attention. These functions influence academic performance, which leads to the question of whether WM training can transfer to improved academic performance. We followed the academic performance of two age-matched groups during 2 years. As part of the curriculum in grade 4 (age 9–10), all students in one classroom (n = 20) completed Cogmed Working Memory Training (CWMT) whereas children in the other classroom (n = 22) received education as usual. Performance on nationally standardized tests in math and reading was used as outcome measures at baseline and two years later. At baseline both classes were normal/high performing according to national standards. At grade 6, reading had improved to a significantly greater extent for the training group compared to the control group (medium effect size, Cohen’s d = 0.66, p = 0.045). For math performance the same pattern was observed with a medium effect size (Cohen’s d = 0.58) reaching statistical trend levels (p = 0.091). Moreover, the academic attainments were found to correlate with the degree of improvements during training (p < 0.053). This is the first study of long-term (>1 year) effects of WM training on academic performance. We found performance on both reading and math to be positively impacted after completion of CWMT. Since there were no baseline differences between the groups, the results may reflect an influence on learning capacity, with improved WM leading to a boost in students’ capacity to learn. This study is also the first to investigate the effects of CWMT on academic performance in typical or high achieving students. The results suggest that WM training can help optimize the academic potential of high performers.
format Online
Article
Text
id pubmed-4639603
institution National Center for Biotechnology Information
language English
publishDate 2015
publisher Frontiers Media S.A.
record_format MEDLINE/PubMed
spelling pubmed-46396032015-11-27 Working Memory Training is Associated with Long Term Attainments in Math and Reading Söderqvist, Stina Bergman Nutley, Sissela Front Psychol Psychology Training working memory (WM) using computerized programs has been shown to improve functions directly linked to WM such as following instructions and attention. These functions influence academic performance, which leads to the question of whether WM training can transfer to improved academic performance. We followed the academic performance of two age-matched groups during 2 years. As part of the curriculum in grade 4 (age 9–10), all students in one classroom (n = 20) completed Cogmed Working Memory Training (CWMT) whereas children in the other classroom (n = 22) received education as usual. Performance on nationally standardized tests in math and reading was used as outcome measures at baseline and two years later. At baseline both classes were normal/high performing according to national standards. At grade 6, reading had improved to a significantly greater extent for the training group compared to the control group (medium effect size, Cohen’s d = 0.66, p = 0.045). For math performance the same pattern was observed with a medium effect size (Cohen’s d = 0.58) reaching statistical trend levels (p = 0.091). Moreover, the academic attainments were found to correlate with the degree of improvements during training (p < 0.053). This is the first study of long-term (>1 year) effects of WM training on academic performance. We found performance on both reading and math to be positively impacted after completion of CWMT. Since there were no baseline differences between the groups, the results may reflect an influence on learning capacity, with improved WM leading to a boost in students’ capacity to learn. This study is also the first to investigate the effects of CWMT on academic performance in typical or high achieving students. The results suggest that WM training can help optimize the academic potential of high performers. Frontiers Media S.A. 2015-11-10 /pmc/articles/PMC4639603/ /pubmed/26617545 http://dx.doi.org/10.3389/fpsyg.2015.01711 Text en Copyright © 2015 Söderqvist and Bergman Nutley. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Söderqvist, Stina
Bergman Nutley, Sissela
Working Memory Training is Associated with Long Term Attainments in Math and Reading
title Working Memory Training is Associated with Long Term Attainments in Math and Reading
title_full Working Memory Training is Associated with Long Term Attainments in Math and Reading
title_fullStr Working Memory Training is Associated with Long Term Attainments in Math and Reading
title_full_unstemmed Working Memory Training is Associated with Long Term Attainments in Math and Reading
title_short Working Memory Training is Associated with Long Term Attainments in Math and Reading
title_sort working memory training is associated with long term attainments in math and reading
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4639603/
https://www.ncbi.nlm.nih.gov/pubmed/26617545
http://dx.doi.org/10.3389/fpsyg.2015.01711
work_keys_str_mv AT soderqviststina workingmemorytrainingisassociatedwithlongtermattainmentsinmathandreading
AT bergmannutleysissela workingmemorytrainingisassociatedwithlongtermattainmentsinmathandreading