The DOI matches its Crossref record; 87 of the 87 references it cites were found in a registry or an index.
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
Citations
Cites
1 retracted
Persson, J., & Reuter‐Lorenz, P. A. (2008) · Psychological Science · doi:10.1111/j.1467-9280.2008.02172.x · Cited by 109
RetractedThe magical number 4 in short-term memory: A reconsideration of mental storage capacity
Cowan, N. (2001) · Behavioral and Brain Sciences · doi:10.1017/s0140525x01003922 · Cited by 6,779
Individual differences in working memory and reading
Daneman, M., & Carpenter, P. A. (1980) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(80)90312-6 · Cited by 6,336
The Psychology of Learning and Motivation
(2021) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/s0079-7421(21)x0002-3 · Cited by 5,082
A capacity theory of comprehension: individual differences in working memory
Just, M. A., & Carpenter, P. A. (1992) · Psychological Review · doi:10.1037/0033-295x.99.1.122 · Cited by 4,153
Working memory, comprehension, and aging: A review and a new view
Hasher, L., & Zacks, R. T. (1988) · Psychology of Learning and Motivation · doi:10.1016/s0079-7421(08)60041-9 · Cited by 3,456
The Behavioral and Brain Sciences
D., C. P. (1979) · The American Journal of Psychology · doi:10.2307/1421932 · Cited by 2,946
Working memory span tasks: A methodological review and user’s guide
Conway, A. R. A., Kane, M. J., Bunting, M. F., Hambrick, D. Z., Wilhelm, O., & Engle, R. W. (2005) · Psychonomic Bulletin & Review · doi:10.3758/bf03196772 · Cited by 2,882
Models of Working Memory: Mechanisms of Active Maintenance and Executive Control
Miyake, A., & Shah, P. (1999) · Cited by 2,404
Kane, M. J., & Engle, R. W. (2002) · Psychonomic Bulletin & Review · doi:10.3758/bf03196323 · Cited by 2,229
Research works printed but not linked: 2
- Brown , L. , Sherbenou , R. J. and Johnsen , S. K. 1997 . TONI-3: Test of Nonverbal Intelligence , 3rd , Austin , TX : Pro-Ed. .
- Landerl , K. , Wimmer , H. and Moser , E. 1997 . Salzburger Lese- und Rechtschreibtest (SLRT). Verfahren zur Differentialdiagnose von Störungen des Lesens und Schreibens für die 1. bis 4. Schulstufe , Bern , , Switzerland : Hans Huber .
Cited by
Sorted by citations
Is working memory training effective? A meta-analytic review
Melby-Lervåg, M., & Hulme, C. (2013) · Developmental Psychology · doi:10.1037/a0028228 · Cited by 1,782
Diamond, A., & Ling, D. S. (2016) · Developmental Cognitive Neuroscience · doi:10.1016/j.dcn.2015.11.005 · Cited by 1,177
“…school years from reschool through university (often more so than IQ [Duckworth nd Seligman, 2005; Alloway and Alloway, 2010; Borella et al., 010; Duncan et al., 2007; Fiebach et al., 2007; Gathercole et al., 004; Loosli et al., 2012; McClelland et al., 2007; Nicholson, 2007; avage et al., 2006]).”
BackgroundMelby-Lervåg, M., Redick, T. S., & Hulme, C. (2016) · Perspectives on Psychological Science · doi:10.1177/1745691616635612 · Cited by 983
Redick, T. S., Shipstead, Z., Harrison, T. L., Hicks, K. L., Fried, D. E., Hambrick, D. Z., Kane, M. J., & Engle, R. W. (2013) · Journal of Experimental Psychology: General · doi:10.1037/a0029082 · Cited by 617
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading
Duke, N. K., & Cartwright, K. B. (2021) · Reading Research Quarterly · doi:10.1002/rrq.411 · Cited by 510
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
