Next Article in Journal
The Reliability and Validity of a Self-Report Measure of Cognitive Abilities in Older Adults: More Personality than Cognitive Function
Previous Article in Journal
Intelligence and Sensory Sensitivity as Predictors of Emotion Recognition Ability
Open AccessArticle

Working Memory Training for Schoolchildren Improves Working Memory, with No Transfer Effects on Intelligence

Institute of Psychology, Adam Mickiewicz University in Poznań, 61-712 Poznań, Poland
Institute of Psychology, Polish Academy of Sciences, 00-378 Warsaw, Poland
Institute of Psychology, Jagiellonian University in Kraków, 31-007 Kraków, Poland
Author to whom correspondence should be addressed.
Received: 3 October 2017 / Revised: 24 November 2017 / Accepted: 5 December 2017 / Published: 13 December 2017
Working memory contributes to many higher-order cognitive processes and predicts general cognitive skills. It is therefore important to know if its functions are trainable. In this study we investigated the malleability of working memory processes in schoolchildren whose cognitive functions are still developing. We also analyzed transfer effects to both general and specific intellectual skills. To address these issues, we examined the effectiveness of working memory training (10 training sessions) in terms of practice effects (trained tasks), near-transfer effects (working memory capacity), and far-transfer effects (psychometric intelligence). Sixty-nine children aged 8–10 participated in the study. The experimental group (42 children) participated in working memory training that intensely engaged the updating function of working memory. The training tasks, implemented as computer games, were based on the n-back and keep track paradigms. There was also an active control group (27 children). The results suggest that the experimental group improved their working memory capacity, as measured with both trained and untrained tasks. Regarding intelligence, far-transfer effects were weak and may be attributed to mere repetition of measurements. Moreover, whereas improvement in the training tasks could be observed after 15 months, the far-transfer effects disappeared in the delayed assessment. View Full-Text
Keywords: cognitive training; working memory; intelligence; schoolchildren cognitive training; working memory; intelligence; schoolchildren
Show Figures

Graphical abstract

MDPI and ACS Style

Żelechowska, D.; Sarzyńska, J.; Nęcka, E. Working Memory Training for Schoolchildren Improves Working Memory, with No Transfer Effects on Intelligence. J. Intell. 2017, 5, 36.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

Back to TopTop