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Working memory training improves reading processes in typically developing children.
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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“After 10–14 sessions of training, both studies consistently showed improvements on standardized tests of reading in students between 7 and 11 years of age (Loosli et al., 2012; Karbach et al., 2014).”
From Executive control training from middle childhood to adolescence (2014) · cites this paper as Loosli et al., 2012
In the citing paper
“Furthermore, training effects could go beyond the trained domain and show benefits in measures considerably different from the training task, as long as they were associated with the trained process and shared comparable neural circuits (far transfer) (Jaeggi et al., 2008; Borella et al., 2010; Loosli et al., 2012; Dahlin, 2013).”
From Training on Working Memory and Inhibitory Control in Young Adults (2016) · cites this paper as Loosli et al., 2012
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“A (Loosli et al. 2012; Moreau et al. 2016).”
Metadata
- 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.
- 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
- 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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