Is working memory training effective? A meta-analytic review - PubMed (original) (raw)
Review
doi: 10.1037/a0028228. Epub 2012 May 21.
Affiliations
- PMID: 22612437
- DOI: 10.1037/a0028228
Review
Is working memory training effective? A meta-analytic review
Monica Melby-Lervåg et al. Dev Psychol. 2013 Feb.
Abstract
It has been suggested that working memory training programs are effective both as treatments for attention-deficit/hyperactivity disorder (ADHD) and other cognitive disorders in children and as a tool to improve cognitive ability and scholastic attainment in typically developing children and adults. However, effects across studies appear to be variable, and a systematic meta-analytic review was undertaken. To be included in the review, studies had to be randomized controlled trials or quasi-experiments without randomization, have a treatment, and have either a treated group or an untreated control group. Twenty-three studies with 30 group comparisons met the criteria for inclusion. The studies included involved clinical samples and samples of typically developing children and adults. Meta-analyses indicated that the programs produced reliable short-term improvements in working memory skills. For verbal working memory, these near-transfer effects were not sustained at follow-up, whereas for visuospatial working memory, limited evidence suggested that such effects might be maintained. More importantly, there was no convincing evidence of the generalization of working memory training to other skills (nonverbal and verbal ability, inhibitory processes in attention, word decoding, and arithmetic). The authors conclude that memory training programs appear to produce short-term, specific training effects that do not generalize. Possible limitations of the review (including age differences in the samples and the variety of different clinical conditions included) are noted. However, current findings cast doubt on both the clinical relevance of working memory training programs and their utility as methods of enhancing cognitive functioning in typically developing children and healthy adults.
(c) 2013 APA, all rights reserved.
Similar articles
- Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes.
Rapport MD, Orban SA, Kofler MJ, Friedman LM. Rapport MD, et al. Clin Psychol Rev. 2013 Dec;33(8):1237-52. doi: 10.1016/j.cpr.2013.08.005. Epub 2013 Aug 24. Clin Psychol Rev. 2013. PMID: 24120258 - Moderators of working memory deficits in children with attention-deficit/hyperactivity disorder (ADHD): a meta-analytic review.
Kasper LJ, Alderson RM, Hudec KL. Kasper LJ, et al. Clin Psychol Rev. 2012 Nov;32(7):605-17. doi: 10.1016/j.cpr.2012.07.001. Epub 2012 Jul 17. Clin Psychol Rev. 2012. PMID: 22917740 Review. - Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: a randomized controlled trial.
Gray SA, Chaban P, Martinussen R, Goldberg R, Gotlieb H, Kronitz R, Hockenberry M, Tannock R. Gray SA, et al. J Child Psychol Psychiatry. 2012 Dec;53(12):1277-84. doi: 10.1111/j.1469-7610.2012.02592.x. Epub 2012 Sep 15. J Child Psychol Psychiatry. 2012. PMID: 22978357 Clinical Trial. - Cogmed WM training: reviewing the reviews.
Shinaver CS 3rd, Entwistle PC, Söderqvist S. Shinaver CS 3rd, et al. Appl Neuropsychol Child. 2014;3(3):163-72. doi: 10.1080/21622965.2013.875314. Appl Neuropsychol Child. 2014. PMID: 25010082 - Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of "Far Transfer": Evidence From a Meta-Analytic Review.
Melby-Lervåg M, Redick TS, Hulme C. Melby-Lervåg M, et al. Perspect Psychol Sci. 2016 Jul;11(4):512-34. doi: 10.1177/1745691616635612. Perspect Psychol Sci. 2016. PMID: 27474138 Free PMC article. Review.
Cited by
- Neural Plastic Effects of Working Memory Training Influenced by Self-perceived Stress in Stroke: A Case Illustration.
Leung AW, Barrett LM, Butterworth D, Werther K, Dawson DR, Brintnell ES. Leung AW, et al. Front Psychol. 2016 Aug 30;7:1266. doi: 10.3389/fpsyg.2016.01266. eCollection 2016. Front Psychol. 2016. PMID: 27625614 Free PMC article. - The benefits of looking at intraindividual dynamics in cognitive training data.
Könen T, Karbach J. Könen T, et al. Front Psychol. 2015 May 12;6:615. doi: 10.3389/fpsyg.2015.00615. eCollection 2015. Front Psychol. 2015. PMID: 26029148 Free PMC article. No abstract available. - The importance of childhood social capitals in the future well-being of children.
Hosoda C, YunFeng Z, Watanabe J, Maruya K, Tabuchi R, Hosokawa K, Matsuhashi T. Hosoda C, et al. Front Psychol. 2024 Jul 25;15:1389269. doi: 10.3389/fpsyg.2024.1389269. eCollection 2024. Front Psychol. 2024. PMID: 39118841 Free PMC article. - Seven Pervasive Statistical Flaws in Cognitive Training Interventions.
Moreau D, Kirk IJ, Waldie KE. Moreau D, et al. Front Hum Neurosci. 2016 Apr 14;10:153. doi: 10.3389/fnhum.2016.00153. eCollection 2016. Front Hum Neurosci. 2016. PMID: 27148010 Free PMC article. - Exploring Individual Differences as Predictors of Performance Change During Dual-N-Back Training.
Ørskov PT, Norup A, Beatty EL, Jaeggi SM. Ørskov PT, et al. J Cogn Enhanc. 2021 Dec;5(4):480-498. doi: 10.1007/s41465-021-00216-5. Epub 2021 Jun 7. J Cogn Enhanc. 2021. PMID: 36051628 Free PMC article.
Publication types
MeSH terms
LinkOut - more resources
Full Text Sources
Other Literature Sources
Medical
Miscellaneous