Taking working memory training from the laboratory into schools

Holmes, Joni ORCID: https://orcid.org/0000-0002-6821-2793 and Gathercole, S.E. (2014) Taking working memory training from the laboratory into schools. Educational Psychology, 34 (4). pp. 440-450. ISSN 1469-5820

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Working memory skills have been shown to be enhanced by adaptive training in several randomised controlled trials. Here, two field trials were conducted in which teachers administered working memory training to their own pupils in school. Twenty-two children aged 8–9 years participated in Trial 1. In Trial 2, 50 children aged 9–11 years with the lowest academic performance completed training. They were matched with a group of 50 children who were not trained. Following training, children in Trial 1 improved significantly in both trained and untrained working memory tasks, with effect sizes comparable to those reported in research studies. Improvements on the trained tasks in Trial 2 were comparable, and training was associated with significantly greater progress at school across the academic year in maths and English. These findings indicate that teacher-administered training leads to generalised and robust gains in working memory and educationally significant gains in academic performance.

Item Type: Article
Faculty \ School: Faculty of Medicine and Health Sciences > Norwich Medical School
Faculty of Social Sciences > School of Psychology
UEA Research Groups: Faculty of Social Sciences > Research Groups > Developmental Science
Faculty of Social Sciences > Research Groups > Cognition, Action and Perception
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Depositing User: LivePure Connector
Date Deposited: 20 Oct 2021 03:30
Last Modified: 22 Oct 2022 15:30
URI: https://ueaeprints.uea.ac.uk/id/eprint/81804
DOI: 10.1080/01443410.2013.797338

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