Working Memory Training in Children: A Review of Basic Methodological Criteria

2019 ◽  
Vol 123 (3) ◽  
pp. 605-632
Author(s):  
Santiago Vernucci ◽  
Lorena Canet Juric ◽  
Isabel Introzzi ◽  
María M. Richard’s
Keyword(s):  
Working Memory ◽  
Internal Validity ◽  
Working Memory Training ◽  
Memory Training ◽  
Control Group ◽  
Targeted Interventions ◽  
Highly Sensitive ◽  
Complex Skills ◽  
Great Relevance

Working memory is a process of great relevance during childhood due to its role in diverse complex skills. Like the rest of executive functions, it is highly sensitive to environmental influences, so it is assumed that it could be modified through targeted interventions. A large number of working memory training studies in children aim to achieve transfer effects both on this process and on those with which it is related. Although some promising results have been found, the efficacy of working memory training cannot be affirmed; methodological quality of studies is one of the main reasons for this. Compliance with basic methodological criteria (inclusion of a control group that must preferably be active, random assignment of participants to groups) has a great impact on the internal validity of the studies. Furthermore, the need to control for the effects of motivational factors associated with the intervention is added and emphasized. This study reviews the fulfillment of these criteria in process-based working memory training literature in children, analyzing its impact on internal validity. Limitations of the field in relation to the lack of compliance with the proposed criteria are discussed and alternatives are suggested in order to improve the quality of future studies.

scholarly journals EXPRESS: Working memory training does not improve executive functioning or fluid intelligence

2021 ◽  
pp. 174702182110395
Author(s):  
Jose A. Rodas ◽  
Ciara Greene
Keyword(s):  
Working Memory ◽  
Cognitive Processes ◽  
Fluid Intelligence ◽  
Training Programme ◽  
Working Memory Training ◽  
Practice Effects ◽  
Memory Training ◽  
Control Group ◽  
Training Task ◽  
And Control

Several studies have reported that cognitive training can lead to improvements of complex mental skills such as intelligence. However, attempts to replicate these findings have not been very successful with many studies reporting lack of transferable effects on cognitive processes unrelated to the training task. On the other hand, transfer effects on cognitive processes closely related to the training task have been more commonly reported. In this study, we investigated the effects of a frequently used working-memory training programme on fluid intelligence and specific executive functions (updating, inhibition, switching, the focus of attention, and sustained attention). We remedied common issues with previous training studies by using an active control group, using more than one instrument to assess each function, and including a larger sample size. The experimental group showed significant improvement in the training task, indicating strong practice effects. However, no evidence of training-specific transfer was found in any of the variables investigated, and we could not find any of the previous improvements reported. Participants in both the training and control group showed post-training improvements in most of the outcome variables, suggesting that practice effects can be found even when a task is only performed twice. We conclude by discussing possible explanations for the differences between our results and those reported in prior studies, and recommend that any claims of improvement should be supported by studies capable of replicating them.

scholarly journals Working memory training does not improve executive functioning or fluid intelligence

2020 ◽  
Author(s):  
Jose A. Rodas ◽  
Ciara Greene
Keyword(s):  
Working Memory ◽  
Cognitive Processes ◽  
Fluid Intelligence ◽  
Training Programme ◽  
Working Memory Training ◽  
Practice Effects ◽  
Memory Training ◽  
Control Group ◽  
Training Task ◽  
And Control

Several studies have reported that cognitive training can lead to improvements of complex mental skills such as intelligence. However, attempts to replicate these findings have not been very successful with many studies reporting lack of transferable effects on cognitive processes unrelated to the training task. On the other hand, transfer effects on cognitive processes closely related to the training task have been more commonly reported. In this study, we investigated the effects of a frequently used working-memory training programme on fluid intelligence and specific executive functions (updating, inhibition, switching, the focus of attention, and sustained attention). We remedied common issues with previous training studies by using an active control group, using more than one instrument to assess each function, and including a larger sample size. The experimental group showed significant improvement in the training task, indicating strong practice effects. However, no evidence of training-specific transfer was found in any of the variables investigated, and we could not replicate any of the previous findings reported. Participants in both the training and control group showed post-training improvements in most of the outcome variables, suggesting that practice effects can be found even when a task is only performed twice. We conclude by discussing possible explanations for the differences between our results and those reported in prior studies, and recommend that any claims of improvement should be supported by studies capable of replicating them.

scholarly journals Game elements improve performance in a working memory training task

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Manuel Ninaus ◽  
Gonçalo Pereira ◽  
René Stefitz ◽  
Rui Prada ◽  
Ana Paiva ◽  
...  
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Memory Task ◽  
Working Memory Training ◽  
Memory Training ◽  
Control Group ◽  
Training Task ◽  
Level Indicator ◽  
Game Elements ◽  
The Impact

The utilization of game elements in a non-game context is currently used in a vast range of different domains. However, research on game elements’ effects in cognitive tasks is still sparse. Thus, in this study we implemented three game elements, namely, progress bar, level indicator, and a thematic setting, in a working memory training task. We evaluated the impact of game elements on user performance and perceived state of flow when compared to a conventional version of the task. Participants interacting with game elements showed higher scores in the working memory training task than participants from a control group who completed the working memory training task without the game elements. Moreover, game elements facilitated the individuals’ performance closer to their maximum working memory capacity. Finally, the perceived flow did not differ between the two groups, which indicates that game elements can induce better performance without changing the perception of being “in the zone”, that is without an increase in anxiety or boredom. This empirical study indicates that certain game elements can improve the performance and efficiency in a working memory task by increasing users’ ability and willingness to train at their optimal performance level. 

scholarly journals A randomised exploratory investigation of the effects of Attention vs Working Memory Training on cognitive performance and everyday functioning following stroke

2018 ◽  
Author(s):  
Polly V Peers ◽  
Duncan E Astle ◽  
John Duncan ◽  
Fionnuala Murphy ◽  
Adam Hampshire ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Training ◽  
Working Memory Training ◽  
Memory Training ◽  
Control Group ◽  
Everyday Functioning ◽  
Home Based ◽  
Exploratory Investigation ◽  
Wide Range ◽  
Waitlist Control Group

AbstractDifficulties with attention are common following stroke and are associated with poor outcome. Home-based online cognitive training may have to the potential to provide an efficient and effective way to improve attentional functions in such patients. Little work has been carried out to assess the efficacy of this approach in stroke patients, and the lack of studies with active control conditions and rigorous evaluations of cognitive functioning pre and post training means understanding is limited as to whether and how such interventions may be effective. Here we compare the effects of 20 days of active cognitive training using either novel Selective Attention Training (SAT) or commercial Working Memory Training (WMT) programme, versus a waitlist control group, on a wide range of attentional and working memory tasks, as well as on self-reported everyday functioning. We demonstrate separable effects of each of the active training conditions, with SAT leading to improvements in both spatial and non-spatial aspects of attention and WMT leading to improvements only on very closely related working memory tasks. Both training groups reported improvements in everyday functioning, which were associated with improvements in attentional functions, suggesting that improving attention may be of particular importance in maximising functional recovery in this patient group.

scholarly journals Does Far Transfer Exist? Negative Evidence From Chess, Music, and Working Memory Training

2017 ◽  
Vol 26 (6) ◽  
pp. 515-520 ◽  
Author(s):  
Giovanni Sala ◽  
Fernand Gobet
Keyword(s):  
Working Memory ◽  
Cognitive Abilities ◽  
Meta Analysis ◽  
Music Instruction ◽  
Working Memory Training ◽  
Memory Training ◽  
Negative Evidence ◽  
Far Transfer ◽  
Meta Analyses

Chess masters and expert musicians appear to be, on average, more intelligent than the general population. Some researchers have thus claimed that playing chess or learning music enhances children’s cognitive abilities and academic attainment. We here present two meta-analyses assessing the effect of chess and music instruction on children’s cognitive and academic skills. A third meta-analysis evaluated the effects of working memory training—a cognitive skill correlated with music and chess expertise—on the same variables. The results show small to moderate effects. However, the effect sizes are inversely related to the quality of the experimental design (e.g., presence of active control groups). This pattern of results casts serious doubts on the effectiveness of chess, music, and working memory training. We discuss the theoretical and practical implications of these findings; extend the debate to other types of training such as spatial training, brain training, and video games; and conclude that far transfer of learning rarely occurs.

Predicting Working Memory Training Responsiveness in Parkinson’s Disease: Both “System Hardware” and Room for Improvement Are Needed

2021 ◽  
Vol 35 (2) ◽  
pp. 117-130
Author(s):  
Anja Ophey ◽  
Sarah Rehberg ◽  
Kathrin Giehl ◽  
Carsten Eggers ◽  
Paul Reker ◽  
...  
Keyword(s):  
Working Memory ◽  
Change Score ◽  
Individual Characteristics ◽  
Working Memory Training ◽  
Memory Training ◽  
Control Group ◽  
Cognitive Dysfunctions ◽  
Lower Baseline ◽  
Younger Age ◽  
Latent Change Score

Background. Patients with Parkinson’s disease (PD) are highly vulnerable to develop cognitive dysfunctions, and the mitigating potential of early cognitive training (CT) is increasingly recognized. Predictors of CT responsiveness, which could help to tailor interventions individually, have rarely been studied in PD. This study aimed to examine individual characteristics of patients with PD associated with responsiveness to targeted working memory training (WMT). Methods. Data of 75 patients with PD (age: 63.99 ± 9.74 years, 93% Hoehn & Yahr stage 2) without cognitive dysfunctions from a randomized controlled trial were analyzed using structural equation modeling. Latent change score models with and without covariates were estimated and compared between the WMT group ( n = 37), who participated in a 5-week adaptive WMT, and a waiting list control group ( n = 38). Results. Latent change score models yielded adequate model fit (χ2-test p > .05, SRMR ≤ .08, CFI ≥ .95). For the near-transfer working memory composite, lower baseline performance, younger age, higher education, and higher fluid intelligence were found to significantly predict higher latent change scores in the WMT group, but not in the control group. For the far-transfer executive function composite, higher self-efficacy expectancy tended to significantly predict larger latent change scores. Conclusions. The identified associations between individual characteristics and WMT responsiveness indicate that there has to be room for improvement (e.g., lower baseline performance) and also sufficient “hardware” (e.g., younger age, higher intelligence) to benefit in training-related cognitive plasticity. Our findings are discussed within the compensation versus magnification account. They need to be replicated by methodological high-quality research applying advanced statistical methods with larger samples.

scholarly journals Working memory training shows immediate and long-term effects on cognitive performance in children

F1000Research ◽  
2014 ◽  
Vol 3 ◽  
pp. 82 ◽  
Author(s):  
Fiona Pugin ◽  
Andreas J. Metz ◽  
Madlaina Stauffer ◽  
Martin Wolf ◽  
Oskar G. Jenni ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Performance ◽  
Performance Improvement ◽  
Training Group ◽  
Working Memory Training ◽  
Memory Training ◽  
Control Group ◽  
Long Term Effects ◽  
Back Task

Working memory is important for mental reasoning and learning processes. Several studies in adults and school-age children have shown performance improvement in cognitive tests after working memory training. Our aim was to examine not only immediate but also long-term effects of intensive working memory training on cognitive performance tests in children. Fourteen healthy male subjects between 10 and 16 years trained a visuospatial n-back task over 3 weeks (30 min daily), while 15 individuals of the same age range served as a passive control group. Significant differences in immediate (after 3 weeks of training) and long-term effects (after 2-6 months) in an auditory n-back task were observed compared to controls (2.5 fold immediate and 4.7 fold long-term increase in the training group compared to the controls). The improvement was more pronounced in subjects who improved their performance during the training. Other cognitive functions (matrices test and Stroop task) did not change when comparing the training group to the control group. We conclude that visuospatial working memory training in children boosts performance in similar memory tasks such as the auditory n-back task. The sustained performance improvement several months after the training supports the effectiveness of the training.

scholarly journals Working memory training shows immediate and long-term effects on cognitive performance in children

F1000Research ◽  
2015 ◽  
Vol 3 ◽  
pp. 82 ◽  
Author(s):  
Fiona Pugin ◽  
Andreas J. Metz ◽  
Madlaina Stauffer ◽  
Martin Wolf ◽  
Oskar G. Jenni ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Performance ◽  
Performance Improvement ◽  
Training Group ◽  
Working Memory Training ◽  
Memory Training ◽  
Control Group ◽  
Long Term Effects ◽  
Back Task

Working memory is important for mental reasoning and learning processes. Several studies in adults and school-age children have shown performance improvement in cognitive tests after working memory training. Our aim was to examine not only immediate but also long-term effects of intensive working memory training on cognitive performance tests in children. Fourteen healthy male subjects between 10 and 16 years trained a visuospatial n-back task over 3 weeks (30 min daily), while 15 individuals of the same age range served as a passive control group. Significant differences in immediate (after 3 weeks of training) and long-term effects (after 2-6 months) in an auditory n-back task were observed compared to controls (2.5 fold immediate and 4.7 fold long-term increase in the training group compared to the controls). The improvement was more pronounced in subjects who improved their performance during the training. Other cognitive functions (matrices test and Stroop task) did not change when comparing the training group to the control group. We conclude that visuospatial working memory training in children boosts performance in similar memory tasks such as the auditory n-back task. The sustained performance improvement several months after the training supports the effectiveness of the training.

scholarly journals Complementary and alternative interventions for fatigue management after traumatic brain injury: a systematic review

2017 ◽  
Vol 10 (5) ◽  
pp. 229-239 ◽  
Author(s):  
Gang-Zhu Xu ◽  
Yan-Feng Li ◽  
Mao-De Wang ◽  
Dong-Yuan Cao
Keyword(s):  
Physical Activity ◽  
Working Memory ◽  
Light Therapy ◽  
Working Memory Training ◽  
Memory Training ◽  
Controlled Trials ◽  
Quality Of Evidence ◽  
Alternative Interventions ◽  
Complementary And Alternative

Background: We systematically reviewed randomized controlled trials (RCTs) of complementary and alternative interventions for fatigue after traumatic brain injury (TBI). Methods: We searched multiple online sources including ClinicalTrials.gov, the Cochrane Library database, MEDLINE, CINAHL, Embase, the Web of Science, AMED, PsychINFO, Toxline, ProQuest Digital Dissertations, PEDro, PsycBite, and the World Health Organization (WHO) trial registry, in addition to hand searching of grey literature. The methodological quality of each included study was assessed using the Jadad scale, and the quality of evidence was evaluated using the Grading of Recommendations, Assessment, Development and Evaluation (GRADE) system. A descriptive review was performed. Results: Ten RCTs of interventions for post-TBI fatigue (PTBIF) that included 10 types of complementary and alternative interventions were assessed in our study. There were four types of physical interventions including aquatic physical activity, fitness-center-based exercise, Tai Chi, and aerobic training. The three types of cognitive and behavioral interventions (CBIs) were cognitive behavioral therapy (CBT), mindfulness-based stress reduction (MBSR), and computerized working-memory training. The Flexyx Neurotherapy System (FNS) and cranial electrotherapy were the two types of biofeedback therapy, and finally, one type of light therapy was included. Although the four types of intervention included aquatic physical activity, MBSR, computerized working-memory training and blue-light therapy showed unequivocally effective results, the quality of evidence was low/very low according to the GRADE system. Conclusions: The present systematic review of existing RCTs suggests that aquatic physical activity, MBSR, computerized working-memory training, and blue-light therapy may be beneficial treatments for PTBIF. Due to the many flaws and limitations in these studies, further controlled trials using these interventions for PTBIF are necessary.

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