The impact of working memory training on near and far transfer measures: Is it all about fluid intelligence?
This randomized control study investigates the effects of working memory (WM) training on near (similar WM memory tasks) and far (math problem-solving processes and accuracy tasks) transfer in children aged 7 to 11 years who vary in fluid intelligence. Participants were randomly assigned to either a control group or one of two WM training conditions (repeated practice vs. cued recall). ​When compared to the control condition, the results show that the cued recall condition yields higher post-test scores for the far transfer measures, whereas the repeated practice condition yields higher scores for the near transfer​ measures. However, these finding are qualified by significant treatment × fluid intelligence interactions. Thus, improvements in WM and related measures, as well as the positive transfer in learning outcomes, are moderated by fluid intelligence.
a Department of Educational Psychology , University of California , Riverside , CA , USA.
H Lee
HL
Swanson
a Department of Educational Psychology , University of California , Riverside , CA , USA.
Meaghan
M
McMurran
D002648:Child; D056344:Executive Function / Q000502:physiology*; D005260:Female; D006801:Humans; D007360:Intelligence / Q000502:physiology*; D007858:Learning; D008297:Male; D008433:Mathematics; D008570:Memory, Short-Term; D011939:Mental Recall; D010043:Outcome and Process Assessment, Health Care; D011340:Problem Solving; D014163:Transfer, Psychology / Q000502:physiology
Fluidintelligence; Math performance; Problem-solving; Working memory