None listed
Conditions
Brief summary
Working memory (WM) training programs have received considerable empirical attention in recent years. Evidence for the efficacy of these programs in improving WM capacity is mixed (Gibson et al., 2011; Gibson, Gondoli, Johnson, Steeger, & Morrissey, 2012; Rapport, Orban, Kofler, & Friedman, 2013; Shipstead, Hicks, & Engle, 2012). Current literature has explored whether WM training may be used to improve symptoms of Attention Deficit Hyperactivity Disorder (ADHD, for a review of treatment effiacy see Chacko, Feirsen, et al., 2013; Rapport et al., 2013), and academic performance (for review of efficacy see Titz & Karbach, 2014). Although findings suggest some positive impact of training, the strength and clinical significance of the effect is uncertain. In light of the differing results, the need to explore the mechanisms through which WM training impacts outcomes has been highlighted (Jaeggi, Buschkuehl, Jonides, & Shah, 2012). Indeed, supporters (e.g., Gathercole, Dunning, & Holmes, 2012) and critics (e.g., Shipstead et al., 2012) of WM training alike acknowledge that further understanding of the fundamental mechanisms underpinning WM training is needed. We sought to close this important gap in the literature by exploring potential mechanisms through which WM training may improve academic skills, specifically, reading comprehension and mathematics.
Interventions
We complete an examination of computerised working memory training. The study consists of three conditions, or arms: Active (Arm 1), Placebo (Arm 2), Control (Arm 3).
Active condition: We used the RM (i.e., school age) version of Cogmed Working Memory Training (Cogmed, 2014). Cogmed RM is a computerised training program, which requires children to complete a number of interactive visuo-spatial tasks each day. Each game requires the child to hold and manipulate information in working memory. For
We complete an examination of computerised working memory training. The study consists of three conditions, or arms: Active (Arm 1), Placebo (Arm 2), Control (Arm 3). Active condition: We used the RM (i.e., school age) version of Cogmed Working Memory Training (Cogmed, 2014). Cogmed RM is a computerised training program, which requires children to complete a number of interactive visuo-spatial tasks each day. Each game requires the child to hold and manipulate information in working memory. For example, in one of the games, blocks on the screen will momentarily glow, one at a time, in a certain order. The child is required to remember the order, and then select the lit blocks in the reverse order. Trials within the training program are scaffolded to the participant’s ability, matching the difficulty of trials to the child’s ongoing performance. Participants completed the computerised training every school day for five weeks. Each training session took approximately 45 minutes, and was completed in a computer laboratory of the child’s school, under the supervision of a teacher. We attempted to train 4 class teachers in the web-based Coach training provided by Cogmed, however, two teachers reported that the training was too difficult and did not complete the program. As a result, teachers were trained as training aides by the first author, who also oversaw the technical administration of training.
Sponsors
ARC-SRI: Science of Learning Research Centre
Study design
Allocation
Randomised controlled trial
Intervention model
Parallel
Primary purpose
Educational / counselling / training
Masking
Blinded (masking used) (Subject, Outcomes Assessor)
Eligibility
Sex/Gender
All
Age
9 Years to 14 Years
Healthy volunteers
Yes
Inclusion criteria
Year 6 or Year 7 student Attending a government primary school Completing schooling in English
Exclusion criteria
Persistent non attendance at school
Outcome results
None listed