The effects of working memory training on working memory, self-regulation, and analogical reasoning of preschool children.
analogical reasoning
cognitive modifiability
mediated learning
self‐regulation
working memory
Journal
The British journal of educational psychology
ISSN: 2044-8279
Titre abrégé: Br J Educ Psychol
Pays: England
ID NLM: 0370636
Informations de publication
Date de publication:
06 Aug 2024
06 Aug 2024
Historique:
received:
01
08
2023
accepted:
15
07
2024
medline:
7
8
2024
pubmed:
7
8
2024
entrez:
6
8
2024
Statut:
aheadofprint
Résumé
This study examined the effects of working memory training (WMT) on WM and fluid intelligence. A novel four-pronged model of mediated learning, cognitive functions, task characteristics and metacognition is presented as a conceptual basis for the Modifiability of a Working Memory Program (MWMP). Our basic assumption is that increasing WM depends on a synchronized combination of the four components. A group of typically developed preschool children (n = 62) participated in the experimental group, receiving the MWMP. They were compared with a control group (n = 56) of preschool children who engaged in a substitute program. This comparison allowed us to discern the specific effects of the MWMP. All participants received tests of WM, self-regulation and analogical reasoning before and after the intervention. The MWMP was administered to children in the experimental group for 10 weekly sessions, each lasting 40 minutes, in small groups of two children. The children in the control group engaged in didactic activities that were part of a school curriculum routine for kindergartners for the same length of time. We used ANCOVA analysis to compare the Treatment x Time with age and socioeconomic status as covariates. The findings revealed a higher improvement in some WM and self-regulation tests among children in the experimental group compared to those in the control group. However, no significant transfer effects were observed in analogical thinking. The findings confirm the effectiveness of a non-computerized WMT among kindergartners and support our four-pronged theoretical model. We also discuss earlier findings on far-transfer effects and educational implications. We suggest that future WM studies adopt the following: (1) the development of training methods that are theoretically anchored; (2) training procedures should not rely heavily on computerized exercises but can be adapted to group characteristics, educational settings and cost-effectiveness aspects; (3) varying the task characteristics and training strategies to stimulate task-intrinsic motivation; (4) identifying training strategies to produce cognitive improvements underlying WM; (5) intervention should target individuals in early development as much as possible; (6) development of training procedures that facilitate motivation; and (7) providing empirical evidence of far-transfer effects for WM training. The empirical evidence should link gains in WM capacity and achievements in academic and other life domains.
Sections du résumé
BACKGROUND AND AIMS
OBJECTIVE
This study examined the effects of working memory training (WMT) on WM and fluid intelligence. A novel four-pronged model of mediated learning, cognitive functions, task characteristics and metacognition is presented as a conceptual basis for the Modifiability of a Working Memory Program (MWMP). Our basic assumption is that increasing WM depends on a synchronized combination of the four components.
SAMPLE
METHODS
A group of typically developed preschool children (n = 62) participated in the experimental group, receiving the MWMP. They were compared with a control group (n = 56) of preschool children who engaged in a substitute program. This comparison allowed us to discern the specific effects of the MWMP.
METHODS
METHODS
All participants received tests of WM, self-regulation and analogical reasoning before and after the intervention. The MWMP was administered to children in the experimental group for 10 weekly sessions, each lasting 40 minutes, in small groups of two children. The children in the control group engaged in didactic activities that were part of a school curriculum routine for kindergartners for the same length of time.
RESULTS
RESULTS
We used ANCOVA analysis to compare the Treatment x Time with age and socioeconomic status as covariates. The findings revealed a higher improvement in some WM and self-regulation tests among children in the experimental group compared to those in the control group. However, no significant transfer effects were observed in analogical thinking.
CONCLUSION
CONCLUSIONS
The findings confirm the effectiveness of a non-computerized WMT among kindergartners and support our four-pronged theoretical model. We also discuss earlier findings on far-transfer effects and educational implications. We suggest that future WM studies adopt the following: (1) the development of training methods that are theoretically anchored; (2) training procedures should not rely heavily on computerized exercises but can be adapted to group characteristics, educational settings and cost-effectiveness aspects; (3) varying the task characteristics and training strategies to stimulate task-intrinsic motivation; (4) identifying training strategies to produce cognitive improvements underlying WM; (5) intervention should target individuals in early development as much as possible; (6) development of training procedures that facilitate motivation; and (7) providing empirical evidence of far-transfer effects for WM training. The empirical evidence should link gains in WM capacity and achievements in academic and other life domains.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Informations de copyright
© 2024 The Author(s). British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.
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