Cited by 365Cognitive Abilities and TestingReading and Literacy DevelopmentDevelopmental and Educational Neuropsychology

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Working memory training improves reading processes in typically developing children.

Loosli, Sandra V., Buschkuehl, Martin, Perrig, Walter J., Jaeggi, Susanne M.·2012·Child Neuropsychology

DOI 10.1080/09297049.2011.575772

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Abstract

The goal of this study was to investigate whether a brief cognitive training intervention results in a specific performance increase in the trained task, and whether there are transfer effects to other nontrained measures. A computerized, adaptive working memory intervention was conducted with 9- to 11-year-old typically developing children. The children considerably improved their performance in the trained working memory task. Additionally, compared to a matched control group, the experimental group significantly enhanced their reading performance after training, providing further evidence for shared processes between working memory and reading.

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“…2 Universidad Nacional de Educación a Distancia, Madrid, Spain in influencing learning outcomes (such as reading comprehension or arithmetic), while other studies have generated some positive results in children, on certain basic aspects of learning, such as reading decoding (Loosli et al. 2012).”
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“The third area is an attempt to provide adaptive training to enhance temporal memory measures and reading as detailed by Loosli et al. (2012).”
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Childhood and Adolescence
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Background
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BackgroundResult
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“…is responsible for the growing attempts to implement training programs aimed at improving cognitive mechanism to maintain and manage task-relevant information during performances (Daneman and Merikle, 1996; Gathercole et al., 2004, 2006; Passolunghi, 2006; Klingberg, 2010; Loosli et al., 2011).”
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“Many attempts have been made to improve cognitive skills in children with varying degrees of success [3,4], and with only limited evidence of transfer to academic performance [5,6].”
Background
A Classroom-Embedded Video Game Intervention Improves Executive Functions in Kindergarteners
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“Working memory has been targeted by both task-like games developed by researchers (e.g., Jaeggi et al., 2008; Loosli et al., 2012) and commercial gamified activities.”
Method
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Lau, R. C., Anderson, P. J., Gathercole, S. E., Wiley, J. F., & Spencer‐Smith, M. M. (2024) · Child Development · doi:10.1111/cdev.14180 · Cited by 9
“Previous small-sample child working memory training studies with a lower (Loosli et al., 2012: 10 × 6-min sessions = total dose 60 min) or similar dose (Thorell et al., 2009: 15 × 15-min sessions = total dose 225 min) to that used in the current study have demonstrated improved outcomes following…”
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Working Memory Training does not Improve Intelligence: Evidence from Brazilian Children
Alves, M. M., & Flores-Mendoza, C. E. (2015) · Psicologia Reflexão e Crítica · doi:10.1590/1678-7153.201528306 · Cited by 11
“Some studies reported a linear performance increase (Chein & Morrison, 2010; Colom et al., 2013; Jaeggi et al., 2008; Klingberg et al., 2005; Loosli et al., 2012), while others have shown almost no training gain throughout the intervention (Buschkuehl et al.”
BackgroundMethodInfluential
Training with high perceptual difficulty improves the capacity and fidelity of internal representation in VWM
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“Evidence from high-quality trials also demonstrates near transfer effects of working memory training programs in children, such as Cogmed [15,22] and Braintwister [16,23].”
Background
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“In a study, it was found that WM interventions not only enhanced the processing speed of complex reading materials but also contributed to more efficient organization of eye movements during reading (Loosli et al., 2012).”
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“It has been suggested that repeated practice on executive-loaded working memory (ELWM) tasks (rather than practising storage-only, short-term memory tasks) may improve the efficiency of processing or perhaps even facilitate the storage of information in WM [58, 68].”
Background
Social and Emotional Learning in Schools
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“Moreover, these results are consistent with studies showing that working memory training affects reading skills (Artuso et al., 2019; Chein & Morrison, 2010; Dahlin, 2011; Karbach et al., 2015; Loosli et al., 2012; Shiran & Breznitz, 2011; Söderqvist & Bergman Nutley, 2015; Yang et al., 2017), studies showing that pho…”
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“Transfer effects of cognitive gains (typically in working memory capacity) to academic performance have been found in other studies (e.g., Loosli et al., 2011), but most research in the field investigates the spillover effect of academic interventions to cognition or gains made in cognitive domains…”
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“Several studies have found that working memory training can have positive transfer effects on reading comprehension and fluid intelligence in early childhood and school-aged individuals (Loosli et al., 2012; Peng et al., 2014), thus providing new ideas for further exploration of the causal relationship between working…”
Background
Feasibility and acceptability of an online response inhibition cognitive training program for youth with Williams syndrome
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“…2020), language aptitude and ability (Skehan, 2012, 2019; Wen, 2012; Wen et al., 2017; Wen & Skehan, 2011), short-term memory (Coumel et al., 2023; Gathercole et al., 1997) and working memory ability (Archibald, 2017; Baddeley, 2003; Kofler et al., 2020; Linck et al., 2013; Loosli et al., 2012).”

Authors: Loosli, S. V., Buschkuehl, M., Perrig, W. J., & Jaeggi, S. M.
Affiliations: University of Bern (CH)
University of Michigan (US)
Corresponding author: Jaeggi, Susanne M.
ORCID: Loosli, Sandra V.
Jaeggi, Susanne M.
Venue: Child Neuropsychology
Publisher: Informa UK Limited
Published: 2011-05-26
Volume: 18
Issue: 1
Pages: 62-78
ISSN: 0929-7049 (ISSN-L)
1744-4136
DOI: 10.1080/09297049.2011.575772
OpenAlex: W2128397957
Cited by: 365
References: 86
Citations by year: 2026: 11 · 2025: 19 · 2024: 15 · 2023: 19 · 2022: 15 · 2021: 22 · 2020: 57 · 2019: 53 · 2018: 28 · 2017: 27 · 2016: 19 · 2015: 27 · 2014: 23 · 2013: 19 · 2012: 10
FWCI: 22.18
Type: journal article
Language: en
Open access: closed
Locations: Child Neuropsychology (publishedVersion)
PubMed (publishedVersion)
Bern Open Repository and Information System (University of Bern) (submittedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords: working memory training, cognitive training, reading achievement, typically developing children, transfer effects
MeSH terms: Child, Child Development, Cognition, Educational Status, Female, Humans, Male, Memory, Short-Term, Reading, Transfer, Psychology

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Working memory training improves reading processes in typically developing children.

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