Is Working Memory Training Efficient? Effects on IQ and School Performance in Brazilian Children

Autor/inn/en	Barbosa-Pereira, Drielle; Martins, Pedro S. R.; Ferreira-Junior, Luiz Alves; da Costa, Marina Freitas Alves; Paixão, Janaína Paula Chaves; Costa, Renato Ramalho; Saldanha-Silva, Renata; Mansur-Alves, Marcela
Titel	Is Working Memory Training Efficient? Effects on IQ and School Performance in Brazilian Children
Quelle	In: Applied Cognitive Psychology, 36 (2022) 2, S.332-345 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barbosa-Pereira, Drielle) ORCID (Martins, Pedro S. R.) ORCID (Ferreira-Junior, Luiz Alves) ORCID (Saldanha-Silva, Renata) ORCID (Mansur-Alves, Marcela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3921
Schlagwörter	Short Term Memory; Training; Intelligence Quotient; Academic Achievement; Foreign Countries; Program Effectiveness; Elementary School Students; Phonological Awareness; Brazil + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Ausbildung; Intelligenzquotient; Schulleistung; Ausland; Brasilien
Abstract	Working memory training (WMT) for children has received great attention in recent scientific investigations. However, evidence on program efficacy is still sparse. This study aimed to investigate the effect of a WMT software program ("Programa de Ativação da Memória de Trabalho" [PRAMEMT]) in promoting gains on cognitive and school related abilities. To investigate its effect, 78 school children attending 1st to 5th grades (52.6% girls; mean age = 7.87 years; SD = 1.44) were randomly allocated to a control (n = 37) or an experimental (n = 41) group. The children participated in five intervention sessions. The control group answered questions related to the same animals and themes featured in the PRAMEMT, but unrelated to working memory. The results suggested that there were gains in the performance intelligence quotient (p < 0.05; d = -0.54) and phonological awareness (p < 0.05; d = -0.52) in the experimental group; however, there was no change in overall cognitive performance. Possible mechanisms for these findings are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01