CoChat
Sign Up
Cited by 961Cognitive Abilities and TestingDevelopmental and Educational NeuropsychologyCognitive and developmental aspects of mathematical skills

The DOI matches its Crossref record; 13 of the 13 references it cites were found in a registry or an index.

Adaptive training leads to sustained enhancement of poor working memory in children

Holmes, Joni, Gathercole, Susan E., Dunning, Darren L.·2009·Developmental Science
DOI 10.1111/j.1467-7687.2009.00848.x
Open this paper in CoChat — free account

Abstract

Working memory plays a crucial role in supporting learning, with poor progress in reading and mathematics characterizing children with low memory skills. This study investigated whether these problems can be overcome by a training program designed to boost working memory. Children with low working memory skills were assessed on measures of working memory, IQ and academic attainment before and after training on either adaptive or non‐adaptive versions of the program. Adaptive training that taxed working memory to its limits was associated with substantial and sustained gains in working memory, with age‐appropriate levels achieved by the majority of children. Mathematical ability also improved significantly 6 months following adaptive training. These findings indicate that common impairments in working memory and associated learning difficulties may be overcome with this behavioral treatment.

Overview

Integrity signals

Registry

Crossref · 10.1111/j.1467-7687.2009.00848.x

Cites

13 of 13 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

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?

  • Improvements on nontrained working memory tasks after training appear in both visuospatial and verbal domains and persist at 3 and 6 months.

    “Enhanced performance on nontrained WM tasks was seen in both visuospatial and verbal WM, and persisted at 3 months and at 6 months after the end of the training period, suggesting that improvements after treatment are durable after an extent of time [31,33].”

    From Will Working Memory Training Generalize to Improve Off-Task Behavior in Children with Attention-Deficit/Hyperactivity Disorder? (2012) · cites this paper as [31]

  • Participants in training studies often report using mnemonic strategies.

    “Participants in training studies often report using mnemonic strategies (Holmes et al., 2009; Minear et al., 2016), and these too are also potential sources of training-induced change.”

    From Working memory training involves learning new skills (2019) · cites this paper as Holmes et al., 2009

  • Evidence on whether adaptivity improves working memory training gains is mixed: one study found greater gains for adaptive training, while others found no effect.

    “Moreover, Holmes et al. (2009) showed that WM training gains were significantly greater for an adaptive training group compared with a non-adaptive training group, although others have failed to observe any effects of adaptivity on learning outcome (von Bastian and Eschen 2016).”

    From Divergent Research Methods Limit Understanding of Working Memory Training (2020) · cites this paper as Holmes et al. (2009)

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 24

  1. Alloway T.P., 2007, Automated working memory assessment
  2. Alloway T.P., The cognitive and behavioural characteristics of children with low working memory, Child Development
  3. Baddeley A.D., 1986, Working memory
  4. Baddeley A.D., 1998, The phonological loop as language learning device, Psychology Review, 105, 158, 10.1037/0033-295X.105.1.158 · DOI · Paper page
  5. 10.1037/0022-0663.96.4.671 · DOI
  6. 10.4324/9780203342398 · DOI
  7. Engel P.M.J., Are working memory measures free of socio‐economic influence?, Journal of Speech, Language and Hearing Research
  8. Gathercole S.E., 2008, Working memory and learning: A teacher's guide
  9. Gathercole S.E., 2003, Working memory assessments at school entry as longitudinal predictors of National Curriculum attainment levels, Educational Psychology, 70, 177
  10. Gathercole S.E., Working memory deficits in laboratory analogues of activities, Applied Cognitive Psychology
  11. 10.1037/0022-0663.92.2.377 · DOI
  12. 10.1016/j.jecp.2004.03.002 · DOI
  13. 10.1073/pnas.0801268105 · DOI · Paper page
  14. 10.1111/j.1467-9280.2007.01948.x · DOI · Paper page
  15. 10.3758/BF03196323 · DOI · Paper page
  16. 10.1037/0096-3445.133.2.189 · DOI · Paper page
  17. 10.1037/0894-4105.21.5.569 · DOI
  18. 10.1006/cogp.1997.0658 · DOI · Paper page
  19. 10.1080/09658210500464293 · DOI
  20. Wechsler D., 1993, Wechsler Objective Reading Dimensions (WORD)
  21. Wechsler D., 1996, Wechsler Objective Number Dimensions (WOND)
  22. Wechsler D., 1999, Weschler Abbreviated Scale of Intelligence (WASI)
  23. 10.1080/02699050601148726 · DOI
  24. 10.1016/j.physbeh.2007.05.041 · DOI · Paper page

Cited by

Sorted by citations

Metadata

Authors
Holmes, J., Gathercole, S. E., & Dunning, D. L.
Affiliations
  • Northumbria University (GB)
  • University of York (GB)
Corresponding author
Holmes, Joni
ORCID
Venue
Developmental Science
Publisher
Wiley
Published
2009-06-08
Volume
12
Issue
4
Pages
F9-15
ISSN
  • 1363-755X (ISSN-L)
  • 1467-7687
DOI
10.1111/j.1467-7687.2009.00848.x
OpenAlex
W2153874175
Semantic Scholar
06243a44fd4b2c51b36af9b43ede13a977bdf2b1
Cited by
961
References
13
Citations by year
2026: 14 · 2025: 25 · 2024: 32 · 2023: 35 · 2022: 45 · 2021: 41 · 2020: 82 · 2019: 57 · 2018: 58 · 2017: 67 · 2016: 89 · 2015: 84 · 2014: 96 · 2013: 78 · 2012: 66
FWCI
64.69
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
  • Developmental Science (publishedVersion)
  • PubMed (publishedVersion)
  • Northumbria Research Link (Northumbria University) (submittedVersion)
  • UEA Digital Repository (University of East Anglia) (submittedVersion)
Funders
Economic and Social Research Council (RES-000-23-0979-A)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
  • Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
Keywords
working memory, adaptive training, working memory training, children, mathematical ability, reading achievement, learning difficulties, behavioral interventions
MeSH terms
Attention, Behavior Therapy, Child, Cognition, Education, Special, Female, Humans, Male, Memory Disorders, Memory, Short-Term, Problem Solving, Reading, Mathematical Concepts

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