The effects of working memory training on working memory, self‐regulation, and analogical reasoning of preschool children

What is it about?

The study confirms the effectiveness of non-computerized working memory training among kindergartners and supports our four-pronged theoretical model. We discuss findings on far-transfer effects and educational implications. We suggest that future WM studies adopt the following: (1) the development of training methods that are theoretically anchored; (2) training procedures should not rely heavily on computerized exercises but can be adapted to group characteristics, educational settings, and cost-effectiveness aspects; (3) varying the task characteristics and training strategies to stimulate task-intrinsic motivation; (4) identifying training strategies to produce cognitive improvements underlying WM; (5) intervention should target individuals in early development as much as possible; (6) development of training procedures that facilitate motivation; and (7) providing empirical evidence of far- transfer effects for WM training. The empirical evidence should link gains in WM capacity and achievements in

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Why is it important?

WM is crucial for a whole spectrum of cognitive abilities