What’s Working in Working Memory Training? An Educational Perspective

Thomas S. Redick, Zach Shipstead, Elizabeth A. Wiemers, Monica Melby-Lervåg, Charles Hulme

Research output: Contribution to journalArticle

54 Scopus citations

Abstract

Working memory training programs have generated great interest, with claims that the training interventions can have profound beneficial effects on children’s academic and intellectual attainment. We describe the criteria by which to evaluate evidence for or against the benefit of working memory training. Despite the promising results of initial research studies, the current review of all of the available evidence of working memory training efficacy is less optimistic. Our conclusion is that working memory training produces limited benefits in terms of specific gains on short-term and working memory tasks that are very similar to the training programs, but no advantage for academic and achievement-based reading and arithmetic outcomes.

Original languageEnglish (US)
Pages (from-to)617-633
Number of pages17
JournalEducational Psychology Review
Volume27
Issue number4
DOIs
StatePublished - Dec 1 2015

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Keywords

  • Academic attainment
  • Intervention
  • Training
  • Working memory

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

Redick, T. S., Shipstead, Z., Wiemers, E. A., Melby-Lervåg, M., & Hulme, C. (2015). What’s Working in Working Memory Training? An Educational Perspective. Educational Psychology Review, 27(4), 617-633. https://doi.org/10.1007/s10648-015-9314-6