Supplemental Material for Working Memory Training in Typically Developing Children: A Meta-Analysis of the Available Evidence

2017 ◽  
Keyword(s):  
Working Memory ◽  
Meta Analysis ◽  
Working Memory Training ◽  
Memory Training ◽  
Typically Developing ◽  
Typically Developing Children

Working memory training improves reading processes in typically developing children

2012 ◽  
Vol 18 (1) ◽  
pp. 62-78 ◽  
Author(s):  
Sandra V. Loosli ◽  
Martin Buschkuehl ◽  
Walter J. Perrig ◽  
Susanne M. Jaeggi
Keyword(s):  
Working Memory ◽  
Working Memory Training ◽  
Memory Training ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Reading Processes

scholarly journals The neural correlates of working memory training in typically developing children

2021 ◽  
Author(s):  
Jonathan S. Jones ◽  
Anna‐Lynne R. Adlam ◽  
Abdelmalek Benattayallah ◽  
Fraser N. Milton
Keyword(s):  
Working Memory ◽  
Neural Correlates ◽  
Working Memory Training ◽  
Memory Training ◽  
Typically Developing ◽  
Typically Developing Children

scholarly journals The Neural Correlates of Working Memory Training in Typically Developing Children

2021 ◽  
Author(s):  
Jonathan S Jones ◽  
Anna-Lynne R Adlam ◽  
Abdelmalek Benattayallah ◽  
Fraser N Milton
Keyword(s):  
Working Memory ◽  
Functional Connectivity ◽  
Memory Performance ◽  
Neural Correlates ◽  
Working Memory Training ◽  
Memory Training ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Complex Span ◽  
Randomised Controlled

Working memory training improves cognitive performance on untrained tasks; however, little is known about the underlying neural mechanisms, particularly in childhood where neuroplasticity may be greatest. The neural correlates of working memory training were investigated in 32 typically developing children aged 10-14 years (19 girls and 13 boys; Devon, UK) using a randomised controlled design and multi-modal MRI. Training improved working memory performance and increased intrinsic functional connectivity within the dorsal attention network. Furthermore, improvements in working memory were associated with greater recruitment of the left middle frontal gyrus during a complex span task. The repeated engagement of fronto-parietal regions during training may increase their activity and functional connectivity over time, affording greater attentional control on working memory tasks.

scholarly journals Working memory training does not enhance older adults' cognitive skills: A comprehensive meta-analysis

Intelligence ◽  
2019 ◽  
Vol 77 ◽  
pp. 101386 ◽  
Author(s):  
Giovanni Sala ◽  
N. Deniz Aksayli ◽  
K. Semir Tatlidil ◽  
Yasuyuki Gondo ◽  
Fernand Gobet
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Cognitive Skills ◽  
Meta Analysis ◽  
Working Memory Training ◽  
Memory Training

[P1-600]: WORKING MEMORY TRAINING IN HEALTHY ELDERLY: A META-ANALYSIS

2017 ◽  
Vol 13 (7S_Part_10) ◽  
pp. P525-P525
Author(s):  
Eva Racine ◽  
Marika Plourde ◽  
Martine Simard
Keyword(s):  
Working Memory ◽  
Meta Analysis ◽  
Working Memory Training ◽  
Memory Training ◽  
Healthy Elderly

scholarly journals Working Memory Training in Typically Developing Children: A Multilevel Meta-Analysis

2019 ◽  
Author(s):  
Giovanni Sala ◽  
Fernand Gobet
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Cognitive Skills ◽  
Fluid Intelligence ◽  
Meta Analysis ◽  
Memory Training ◽  
Typically Developing ◽  
Far Transfer ◽  
Training Research ◽  
Active Controls

Working memory (WM) training in typically developing (TD) children aims to enhance not only performance in memory tasks but also other domain-general cognitive skills such as fluid intelligence. These benefits are then believed to positively affect academic achievement. Despite the numerous studies carried out, researchers still disagree over the real benefits of WM training. This meta-analysis (m = 41, k = 393, N = 2,375) intended to resolve the discrepancies by focusing on the potential sources of within-study and between-study true heterogeneity. Small to medium effects were observed in memory tasks (i.e., near transfer). The size of these effects was proportional to the similarity between the training task and the outcome measure. By contrast, far-transfer measures of cognitive ability (e.g., intelligence) and academic achievement (mathematics and language ability) were essentially unaffected by the training programs, especially when the studies implemented active controls (g ̅ = 0.001, SE = 0.055, p = .982, τ2 = 0.000). Crucially, all the models exhibited a null or low amount of true heterogeneity, wholly explained by the type of controls (non-active vs. active) and statistical artifacts, in contrast to the claim that this field has produced mixed results. Since the empirical evidence shows an absence of generalized effects and true heterogeneity, we conclude that there is no reason to keep investing resources in WM training research with TD children.

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