Working memory training and scholastic competences: A brief research report

Dorota Żelechowska , Aleksandra Krysztofiak , Joanna Korfanty

Abstract

Working memory is a cognitive system responsible for short-term storing and processing of information in mind. This system is a crucial correlate of higher cognitive processes and may be percieved as a determinant of scholastic performance. Many studies have investigated the effectiveness of working memory training but the results are still inconclusive. Some interventions targeting working memory have failed to show any transfer while others demonstrated post-training improvements in tasks that require higher-orer processes. Some researchers even claim that well-designed training of working memory can be means of improvement in the area of educational performance, especially in the domain of language comprehension and mathematics. This article presents the method of working memory training that is computerised, game-alike and dedicated to children aged 8-10 years. The training conists of two tasks based on a modified version of N-back procedure that highly engage executive function of working memory, especially updating. The description of the method is followed by a brief presentation of results of the study on the effects of the working memory training on scholastic competences of primary school children. Motivational factors that could modify the effects of the intervention are takien into consideration.