Journal
CHILD NEUROPSYCHOLOGY
Volume 18, Issue 1, Pages 62-78Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09297049.2011.575772
Keywords
Transfer; Scholastic achievement; Cognitive intervention; Literacy; Education
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Funding
- German Federal Ministry of Education and Research [BMBF-01GW0710]
- Swiss National Science Foundation [PBBE1-117527, PA001-117473]
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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.
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