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ERIC Number: EJ1161015
Record Type: Journal
Publication Date: 2017-Dec
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1037-2911
Working Memory Interventions with Children: Classrooms or Computers?
Colmar, Susan; Double, Kit
Journal of Psychologists and Counsellors in Schools, v27 n2 p264-277 Dec 2017
The importance of working memory to classroom functioning and academic outcomes has led to the development of many interventions designed to enhance students' working memory. In this article we briefly review the evidence for the relative effectiveness of classroom and computerised working memory interventions in bringing about measurable and sustainable benefits to students' working memory, classroom engagement, and academic performance. Although there is considerable evidence that working memory is significantly linked to academic achievement, virtually no research has been undertaken within the classroom context, nor has the research had an intervention focus, nor has any research involved students themselves. Although there is a large amount of research on computerised working memory training programs, the evidence confirms that such programs rarely provide transferable or sustainable benefits to students' working memory, classroom functioning, or academic performance. Positive evidence is provided for one classroom intervention specifically designed for personal and independent use by students, with their teachers' support. Recommendations for classroom practice and directions for further research combining classrooms and computer interventions are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A