Improving children's working memory and classroom performance

Abstract

Previous research has demonstrated close relationships between working memory and children's scholastic attainment. The aim of the present study was to explore a method of improving working memory, using memory strategy training. Two hundred and fifty‐four children aged five to eight years were tested on measures of the phonological loop, visuo‐spatial sketchpad and central executive components of the multiple component model of working memory. Subgroups of children also completed tasks of following instructions and mental arithmetic in the classroom, and standardised tests of reading, arithmetic and mathematics. Half of the children then used Memory Booster, a computer game that teaches memory strategies, over a period of six to eight weeks. All the children were then retested on the memory and ability measures. The standardised tests were also administered five months later. The results revealed that working memory strategy training resulted in significant improvements in tasks assessing the phonological loop and central executive components of working memory, and tasks assessing following instructions and mental arithmetic in the classroom. However, no improvements were observed on standardised tests of reading, arithmetic or mathematics, either immediately following training or five months later. The results are discussed in terms of implications for educational practice.

Keywords:

• working memory
• memory strategies
• memory training

Acknowledgement

The authors would like to thank Lucid Research Ltd. for supplying the computer software used in this study.

Notes

1. The analyses were also conducted separately on two age groups: children aged five to six and children aged seven to eight. The findings were same for the two groups. In addition, the analyses were conducted separately for children with working memory scores in the normal–high range and children with a low working memory (N = 38). These were children who had a standardised score of less than 70 on one or more of the working memory tasks. The pattern of findings was the same for the two groups.