title: 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.
authors.affiliation: Department of Psychology, University of Bern, Bern, Switzerland.
authors.forename: Sandra V
authors.initials: SV
authors.lastname: Loosli
authors.forename: Martin
authors.initials: M
authors.lastname: Buschkuehl
authors.forename: Walter J
authors.initials: WJ
authors.lastname: Perrig
authors.forename: Susanne M
authors.initials: SM
authors.lastname: Jaeggi
mesh_terms: D002648:Child; D002657:Child Development; D003071:Cognition; D004522:Educational Status; D005260:Female; D006801:Humans; D008297:Male; D008570:Memory, Short-Term; D011932:Reading; D014163:Transfer, Psychology