The effects of working memory training on working memory, self‐regulation, and analogical reasoning of preschool children

Abstract

AbstractBackground and AimsThis 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.SampleA 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.MethodsAll 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.ResultsWe 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.ConclusionThe 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.