Computerized working memory training: Can it lead to gains in cognitive skills in students?

Given that working memory is an important cognitive skill that is linked to academic success, there is increasing attention given to exploring ways to support working memory problems in struggling students. One promising approach is computerized training, and the aim of the present study focused on whether computerized working memory training could result in both near and far transfer training effects; and whether such effects would be maintained over time. Students were allocated into one of three groups: Nonactive Control, Active Control, where they trained once a week (WMT-Low frequency); Training group, where they trained four times a week (WMT-High frequency). All three groups were tested on measures of working memory, verbal and nonverbal ability, and academic attainment before training; and re-tested on the same measures after training, as well as 8 months later. The data indicate gains in both verbal and visuo-spatial working memory tasks for the high-frequency Training group. Improvements were also evidenced in tests of verbal and nonverbal ability tests, as well as spelling, in the high-frequency Training group. There were some maintenance effects when students were tested 8 months later. Possible reasons for why the computerized working memory training led to some far transfer effects in the high-frequency Training group are included in the discussion.

• Working memory (WM) is an important cognitive skill linked to academic success.
• Growing evidence suggests that computerized training may improve WM performance.
• Regular training resulted in improved cognitive skills in working memory.
• They also had higher scores in standardized tests of IQ and language.
• These improvements were maintained when tested 8 months later.