Transfer effects of working memory training on language and mathematics performance in school-aged children

The aims of the present study were to analyze the effectiveness of a training program to increase working memory (WM) capacity in children with a lowered performance profile, and to examine the transfer effect of WM training to language and mathematical skills and to problem resolution strategies. A quasi-experimental study was conducted in children attending first year of primary school (n=20). The WM training was conducted with the Cogmed RM program (for school-aged children 6 to 17). To assess WM, pre and posttest, the following tasks were included: Digit span, Block design, and Letter-number sequencing subtests of the Wisc IV, the Trail Making Test, the Stroop test and an N-back paradigm test. For the assessment of language and mathematics, the LEE and Pro-calculo tests were administered. After training, improvements in all aspects of WM were found (to 80% from 220%). Besides, academic learnings were enhanced in the trained group, showing gains in mathematics, reading and comprehension. A systematic training of WM in children results in improved academic performance, particularly being transferred to math's skills, and to a lesser extent to language tasks. These results can improve the design of programs and development of strategies to be used in early interventions to prevent possible difficulties on learning at the beginning of formal school.