Effects of Computerized Cognitive Training on Working Memory in a School Setting

Academic performance and executive functioning are two factors strongly related to positive life outcomes; whereas, decreased cognitive functioning is associated with negative developmental outcomes. An important aspect of executive functioning is working memory, which is a strong predictor of academic abilities and life skills. The purpose of this study was to investigate the effectiveness of computerized cognitive training to improve working memory in a school setting. Participants consisted of a total of 81 students, with a mean age of 12.8 years, who were recruited from a private school in Southern California that focuses on providing education to children with learning disabilities. First, participants’ working memory levels were assessed prior to the intervention. Next, an intervention consisting of 20 hours of computerized cognitive training across 10 weeks was implemented. Results from this study indicated that students with delayed working memory were able to make gains, in two distinct measures of working memory, whereas their peers with typical working memory were not. Additionally, results indicated that delayed students were able to approximate the visual working memory abilities of their typical peers by the end of the training. Results from this study support the use of computerized cognitive training as a promising intervention for children experiencing working memory deficits, particularly in the area of visual working memory. Implications of these findings are discussed.