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| Content Provider | Springer Nature Link |
|---|---|
| Author | Redick, Thomas S. Shipstead, Zach Wiemers, Elizabeth A. Melby Lervåg, Monica Hulme, Charles |
| Copyright Year | 2015 |
| Abstract | Working memory training programs have generated great interest, with claims that the training interventions can have profound beneficial effects on children’s academic and intellectual attainment. We describe the criteria by which to evaluate evidence for or against the benefit of working memory training. Despite the promising results of initial research studies, the current review of all of the available evidence of working memory training efficacy is less optimistic. Our conclusion is that working memory training produces limited benefits in terms of specific gains on short-term and working memory tasks that are very similar to the training programs, but no advantage for academic and achievement-based reading and arithmetic outcomes. |
| Starting Page | 617 |
| Ending Page | 633 |
| Page Count | 17 |
| File Format | |
| ISSN | 1040726X |
| Journal | Educational Psychology Review |
| Volume Number | 27 |
| Issue Number | 4 |
| e-ISSN | 1573336X |
| Language | English |
| Publisher | Springer US |
| Publisher Date | 2015-06-02 |
| Publisher Place | New York |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Working memory Training Academic attainment Intervention Educational Psychology Child and School Psychology Learning & Instruction |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education Developmental and Educational Psychology |
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