ERIC Number: EJ1095385
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 16
Utilizing Computerized Cognitive Training to Improve Working Memory and Encoding: Piloting a School-Based Intervention
Wiest, Dudley J.; Wong, Eugene H.; Minero, Laura P.; Pumaccahua, Tessy T.
Education, v135 n2 p264-270 Win 2014
Working memory has been well documented as a significant predictor of academic outcomes (e.g., reading and math achievement as well as general life outcomes). The purpose of this study was to investigate the effectiveness of computerized cognitive training to improve both working memory and encoding abilities in a school setting. Thirty students in the fourth through eighth grades were recruited from five parochial schools in suburban southern California. Participants were initially assessed for working memory and encoding abilities. Then each student completed 20 hours of computerized cognitive training over several weeks during his/her school day. Following training, participants were post-tested on working memory and encoding abilities. Pre/post-test analyses indicated that students made significant gains in both working memory and encoding abilities with small to large effect sizes. These findings provide some evidence that computerized cognitive training can be utilized within a typical school day to enhance skills associated with academic performance.
Descriptors: Cognitive Processes, Short Term Memory, Intervention, Parochial Schools, Pretests Posttests, Academic Achievement, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Control Groups, Computer Assisted Instruction, Attention Deficit Hyperactivity Disorder
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 5; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education; Grade 8
Authoring Institution: N/A
Identifiers - Location: California