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Cited by 72Cognitive Abilities and TestingDevelopmental and Educational NeuropsychologyCognitive and developmental aspects of mathematical skills

Testing for Near and Far Transfer Effects with a Short, Face‐to‐Face Adaptive Working Memory Training Intervention in Typical Children

Henry, Lucy A., Messer, David J., Nash, Gilly·2014·Infant and Child Development
DOI 10.1002/icd.1816
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Abstract

A relatively quick, face‐to‐face, adaptive working memory training intervention was assessed in 5‐ to 8‐year‐old typically developing children, randomly allocated to a 6‐week intervention condition, or an active control condition. All children received 18 sessions of 10 minutes, three times/week for 6 weeks. Assessments of six working memory skills, word reading and mathematics were administered at pre‐test, post‐test and 6‐month follow‐up. Additional measures of word reading, mathematics, spelling and reading comprehension were given at a 12‐month follow‐up. At post‐test, the trained group showed significantly larger gains than the control group on the two trained executive‐loaded working memory tasks (Listening Recall and Odd One Out Span) and on two untrained working memory tasks (Word Recall and Counting Recall). These ‘near transfer’ effects were still apparent at 6‐month follow‐up. ‘Far transfer’ effects were less evident: there was no difference between the groups in their gains on single word reading and mathematics over 12 months, and spelling skills did not differ at 12‐month follow‐up. However, the trained group showed significantly higher reading comprehension scores than the control group at 12‐month follow‐up. Thus, improving the ability to divide attention between processing and storage may have had specific benefits for reading comprehension. Copyright © 2013 John Wiley & Sons, Ltd.

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Crossref · 10.1002/icd.1816

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  • Significant transfer has been reported across the majority of complex span training studies that changed both storage items and distractor activity between trained and untrained tasks.

    “Significant transfer has been reported across the majority of these studies (Harrison et al., 2013; Henry et al., 2014; Richmond et al., 2014).”

    From Are Working Memory Training Effects Paradigm-Specific? (2019) · cites this paper as Henry et al., 2014

  • Previous evidence has pointed to transfer across tasks sharing only the paradigm and not either the stimuli or distractor activity.

    “Previous evidence has pointed to transfer across tasks sharing only the paradigm and not either the stimuli or distractor activity (Harrison et al., 2013; von Bastian et al., 2013; Henry et al., 2014; Richmond et al., 2014; Minear et al., 2016).”

    From Are Working Memory Training Effects Paradigm-Specific? (2019) · cites this paper as Henry et al., 2014

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Authors
Henry, L. A., Messer, D. J., & Nash, G.
Affiliations
  • London South Bank University (GB)
  • The Open University (GB)
Corresponding author
Henry, Lucy A.
ORCID
Venue
Infant and Child Development
Publisher
Wiley
Published
2013-08-16
Volume
23
Issue
1
Pages
84-103
ISSN
  • 1522-7219 (ISSN-L)
  • 1522-7227
DOI
10.1002/icd.1816
OpenAlex
W1914576328
Cited by
72
References
33
Citations by year
2026: 4 · 2025: 6 · 2024: 5 · 2023: 2 · 2022: 7 · 2021: 9 · 2020: 6 · 2019: 9 · 2018: 6 · 2017: 9 · 2016: 3 · 2015: 4 · 2014: 2
FWCI
4.06
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
  • Infant and Child Development (publishedVersion)
  • City Research Online (City University London) (acceptedVersion)
  • Open Research Online (The Open University) (submittedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
  • Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
Keywords
working memory training, near transfer, far transfer, children, reading comprehension, word reading, mathematics, spelling, executive function, word recall, long-term follow-up

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