Repozytorium Uniwersytetu Jagiellońskiego

Working memory training for schoolchildren improves working memory, with no transfer effects on intelligence

Working memory training for schoolchildren improves ...

Metadane (Dublin Core)

dc.contributor.author Żelechowska, Dorota pl
dc.contributor.author Sarzyńska, Justyna pl
dc.contributor.author Nęcka, Edward [SAP11009163] pl
dc.date.accessioned 2018-02-12T08:18:41Z
dc.date.available 2018-02-12T08:18:41Z
dc.date.issued 2017 pl
dc.identifier.uri https://ruj.uj.edu.pl/xmlui/handle/item/50152
dc.language eng pl
dc.rights Udzielam licencji. Uznanie autorstwa 3.0 Polska *
dc.rights.uri http://creativecommons.org/licenses/by/3.0/pl/legalcode *
dc.title Working memory training for schoolchildren improves working memory, with no transfer effects on intelligence pl
dc.type JournalArticle pl
dc.abstract.en Working memory contributes to many higher-order cognitive processes and predicts general cognitive skills. It is therefore important to know if its functions are trainable. In this study we investigated the malleability of working memory processes in schoolchildren whose cognitive functions are still developing. We also analyzed transfer effects to both general and specific intellectual skills. To address these issues, we examined the effectiveness of working memory training (10 training sessions) in terms of practice effects (trained tasks), near-transfer effects (working memory capacity), and far-transfer effects (psychometric intelligence). Sixty-nine children aged 8–10 participated in the study. The experimental group (42 children) participated in working memory training that intensely engaged the updating function of working memory. The training tasks, implemented as computer games, were based on the n-back and keep track paradigms. There was also an active control group (27 children). The results suggest that the experimental group improved their working memory capacity, as measured with both trained and untrained tasks. Regarding intelligence, far-transfer effects were weak and may be attributed to mere repetition of measurements. Moreover, whereas improvement in the training tasks could be observed after 15 months, the far-transfer effects disappeared in the delayed assessment. View Full-Text pl
dc.subject.en cognitive training pl
dc.subject.en intelligence pl
dc.subject.en working memory pl
dc.subject.en schoolchildren pl
dc.description.volume 5 pl
dc.description.number 4 pl
dc.identifier.doi 10.3390/jintelligence5040036 pl
dc.identifier.eissn 2079-3200 pl
dc.title.journal Journal of Intelligence pl
dc.language.container eng pl
dc.affiliation Wydział Filozoficzny : Instytut Psychologii pl
dc.subtype Article pl
dc.identifier.articleid 36 pl
dc.rights.original CC-BY; otwarte czasopismo; ostateczna wersja wydawcy; w momencie opublikowania; 0 pl


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Udzielam licencji. Uznanie autorstwa 3.0 Polska Poza zaznaczonymi wyjątkami, licencja tej pozycji opisana jest jako Udzielam licencji. Uznanie autorstwa 3.0 Polska