Working Memory Training and the Effect on Mathematical Achievement in Children with Attention Deficits and Special Needs
Open accessAbstract
Working Memory (WM) has a central role in learning. It is suggested to be malleable and is considerednecessary for several aspects of mathematical functioning. This study investigated whether work with aninteractive computerised working memory training programme at school could affect the mathematicalperformance of young children. Fifty-seven children with attention deficits participated in an interventionprogramme. The treatment group trained daily, for 30-40 min. at school for five weeks, while the control groupdid not get any extra training. Looking at the group as a whole, mathematical performance improved in thetreatment group compared with the control group directly following the five weeks of training (Time 2), but theresults of the second post-test (Time 3, approximately seven months later) were no longer significant. Since therewas only a small number of girls, the results were analysed for boys only. The boys had improved theirmathematical results in both post-tests. WM-measures improved at Time 2 and 3 relative to Time 1 (pre-test) forthe whole group, and for boys. Differences in training scores were related to differences in the non-verbalWM-measure Span board back.The results indicate that boys aged 9 to 12 with special needs may benefit, over time, from WM training, asshown in the enhanced results in mathematics following WM training. However, as the intervention and controlgroups were not randomised, the results cannot be generalised; the results must be considered with caution.
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Students with special educational needs and attention problems (9-12 years) benefited in terms of reading comprehension and basic number skills.
“These findings are supported by results showing that students with special educational needs and attention problems (9–12 years) benefited in terms of reading comprehension and basic number skills (Dahlin, 2011, 2013).”
From Executive control training from middle childhood to adolescence (2014) · cites this paper as Dahlin, 2013
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- Authors
- Dahlin, K. I. E.
- Affiliations
- Stockholm University (SE)
- Corresponding author
- Dahlin, Karin I. E.
- Venue
- Journal of Education and Learning
- Published
- 2013-01-16
- Volume
- 2
- Issue
- 1
- ISSN
- 1927-5250 (ISSN-L)
- 1927-5269
- OpenAlex
- W2034254438
- Cited by
- 77
- References
- 40
- Citations by year
- 2024: 2 · 2023: 4 · 2022: 7 · 2021: 5 · 2020: 8 · 2019: 8 · 2018: 5 · 2017: 11 · 2016: 12 · 2015: 9 · 2014: 6
- FWCI
- 7.96
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by
- Locations
- Journal of Education and Learning (publishedVersion, cc-by)
- Funders
- Karolinska Institutet
- Vetenskapsrådet
- Stockholms Universitet
- Topics
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- working memory training, mathematics achievement, attention deficits, special educational needs, school-based intervention, boys
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 ›
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