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ERIC Number: EJ982979
Record Type: Journal
Publication Date: 2012-Jul
Pages: 11
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-1093-023X
Can Interactive Working Memory Training Improve Learning?
Alloway, Tracy
Journal of Interactive Learning Research, v23 n3 p197-207 Jul 2012
Background: Working memory is linked to learning outcomes and there is emerging evidence that training working memory can yield gains in working memory and fluid intelligence. Aims: The aim of the present study was to investigate whether interactive working memory training would transfer to acquired cognitive skills, such as vocabulary and academic attainment. Sample: To determine the efficacy of memory training in improving cognitive skills, we randomly allocated high school-aged students with learning difficulties into one of two groups. The Training group participated in an interactive working memory training program, while the Control group received targeted educational support for an equivalent amount of time. All participants were tested on measures of vocabulary, academic attainment (spelling and arithmetic), and working memory before and after training. Results: The findings indicate that the Training group performed significant better in working memory, vocabulary, and math post-training, while the Control group did not show any substantial improvement. Conclusions: This pilot study suggests that interactive working memory training may be highly relevant to improving educational outcomes in those who are struggling. (Contains 1 table and 1 figure.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Intelligence Scales Short Forms