The impact of working memory training on near and far transfer measures: Is it all about fluid intelligence?

2017/02/01 by H. Lee Swanson, Meaghan McMurran · 1 citation
Psychology · #Child and Animal Learning Development #Cognitive Abilities and Testing #Educational and Psychological Assessments

paper · doi:10.1080/09297049.2017.1280142

openalex publication_date 2017/02/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/23

Abstract

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.

Citations

• Working memory training improves reading processes in typically developing children
• Working Memory and Intelligence: The Same or Different Constructs?
• Constructing a Control Group Using Multivariate Matched Sampling Methods That Incorporate the Propensity Score

Cited by

• A Systematic Realist Review of School-Based Working Memory Training

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