Can Interactive Working Memory Training Improve Learning?

Autor/in	Alloway, Tracy
Titel	Can Interactive Working Memory Training Improve Learning?
Quelle	In: Journal of Interactive Learning Research, 23 (2012) 3, S.197-207 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Learning Problems; Outcomes of Education; Educational Objectives; Short Term Memory; Intelligence; Special Needs Students; Special Education; Suburban Schools; Pilot Projects; Training Methods; Interaction; Skill Development; Thinking Skills; High School Students; Tests; Vocabulary; Spelling; Arithmetic; Educational Technology; Intelligence Tests; Cognitive Measurement; Pretests Posttests; Comparative Analysis; Control Groups; Experimental Groups; Computer Games; Computer Assisted Instruction; Instructional Effectiveness; Wechsler Intelligence Scales Short Forms + Suchen Sie Ihr Suchwort? Lernproblem; Lernleistung; Schulerfolg; Educational objective; Bildungsziel; Erziehungsziel; Kurzzeitgedächtnis; Intelligenz; Klugheit; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Pilot project; Modellversuch; Pilotprojekt; Didaktik; Trainingsmaßnahme; Interaktion; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Examination; Prüfung; Examen; Wortschatz; Schreibweise; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Unterrichtsmedien; Intelligence test; Intelligenztest; Computer game; Computerspiel; Computerspiele; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg
Abstract	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.) (As Provided).
Anmerkungen	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: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10