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36 - Working Memory Training in the Classroom

from Part VI - Language Disorders, Interventions, and Instruction

Published online by Cambridge University Press:  08 July 2022

By
Tracy Packiam Alloway ,
Rachel K. Carpenter ,
Tyler Robinson  and
Andrea N. Frankenstein
Edited by
John W. Schwieter  and
Zhisheng (Edward) Wen
John W. Schwieter
Affiliation:
Wilfrid Laurier University
Zhisheng (Edward) Wen
Affiliation:
Hong Kong Shue Yan University
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Summary

This chapter reviews research on the efficacy of training Working Memory (WM) in an educational context. We begin with a brief description of WM, its relation to classroom constructs, an overview of WM training programs, followed by classroom recommendations pertaining to several case studies. We characterize WM training programs into two categories: those that are narrow in scope and those that are broad in scope. Narrow-scope WM training programs are similar to a WM test, while broad-scope WM training programs train WM in the context of broader abilities, such as executive function, attention, or learning skills. Additionally, we discuss the efficacy of WM training with respect to near- or far-transfer effects. Near transfer refers to improvements that are similar to the training program, such as improvements in WM tasks, while far-transfer effects refer to improvements in skills related to the area of training, such as other executive function skills such as inhibition, updating, and planning, as well as attention and fluid intelligence (IQ). We also report whether transfer effects are short-lived or long-lasting (maintenance effects). Finally a discussion regarding implementing WM training in the classroom and future directions are provided.

Keywords

Working memoryclassroom implementationnarrow-scopebroad-scopetransfer effects
Type
Chapter
Information
The Cambridge Handbook of Working Memory and Language , pp. 820 - 834
Publisher: Cambridge University Press
Print publication year: 2022

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