Direct training on working memory (WM) tasks and practicing certain skills that can impact indirectly on WM (such as physical activity, fantastic play, and inhibition) both produced improvement on WM tasks, with some benefits for near-transfer activities. The common ingredient across effective interventions was the executive-loaded nature of the trained task.
Authors: Anita Rowe, Jill Titterington, Joni Holmes, Lucy Henry, & Laurence Taggart
Source: Rowe, A., Titterington, J., Holmes, J., Henry, L., & Taggart, L. (2019). Interventions targeting working memory in 4-11 year olds within their everyday contexts: A systematic review. Developmental Review, 52, 1-23, https://doi.org/10.1016/j.dr.2019.02.001
The aim of this review is to conduct a systematic examination of the effectiveness of non-computerised interventions with 4–11 year olds to identify the following: their effects on working memory (WM); whether benefits extend to near- and far-transfer measures; if improvements are sustained over time; the active ingredients; and the optimum dosage. Both direct training on WM tasks and practicing certain skills that may impact indirectly on WM (such as physical activity, fantastic play, and inhibition) produced improvement on WM tasks, with some benefits for near-transfer activities. The common ingredient across effective interventions was the executive-loaded nature of the trained task.
Working memory models:
Effectiveness research of WM training:
The current review is the first to focus specifically on the effectiveness of non-computerised WM interventions applied within children’s everyday contexts. The aims of the review are to map the types of interventions that have been implemented with young children in everyday contexts and examine the theoretical framework/s used to underpin them.
Eligibility criteria of the studies: