Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/16980
Title: 
Authors: 
Keywords: 
Working memory
Updating
Cognitive training
Math difficulties
Issue Date: 
2015
Citation: 
Ang, S. Y., Lee, K., Cheam, F., Poon, K. K., & Koh, J. (2015). Updating and working memory training: Immediate improvement, long-term maintenance, and generalizability to non-trained tasks. Journal of Applied Research in Memory and Cognition, 4(2), 121–128.
Abstract: 
Despite the popularity of working memory (WM) and updating training, recent reviews have questioned their efficacy. We evaluated a computer-based training programme based on the Running Span and Keep Track paradigms. We assigned 111 7-year-olds with poor WM and mathematical performances to updating training, one of two control groups, or a fourth group, who were administered Cogmed, a commercially available programme. At the immediate posttest, updating training produced only marginal improvements relative to control, but this was sustained and became significant six months post-training. Cogmed training resulted in substantial improvement at immediate posttest, but became marginal at delayed posttest. Neither type of training resulted in better performance in mathematics or generalised to other WM tasks that differed between WM or updating capacity and mathematics performance may be moderated by factions that do not benefit directly from improved capacity.
Description: 
This is the original draft, prior to peer-review, of a manuscript published in Journal of Applied Research in Memory and Cognition. The published version is available online at http://dx.doi.org/10.1016/j.jarmac.2015.03.001
URI: 
ISSN: 
2211-3681 (print)
2211-369X (online)
Other Identifiers: 
10.1016/j.jarmac.2015.03.001
Appears in Collections:Journal Articles

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