Training Working Memory

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The effectiveness of training working memory and using different interventions on intelligence has long been examined by various experimenters. Is Working Memory Training Effective? A Meta-Analytic Review by Melby-Lervag, & Hulme, and Improving intelligence: a literature review by Buschkuebl, & Jaeggi were used to examine the analysis of a variety of studies done in this field. Both of these articles have various similarities and discrepancies in their findings and analysis of them. In both articles, there is an emphasis on working memory and how training of working memory can potentially enhance intelligence. Both articles analysed the findings of several studies and concluded that there were immediate effects after intervention. In the article …show more content…
A Meta-Analytic Review by Melby-Lervag, & Hulme, the effect of training working memory on intelligence is examined by evaluating multiple research journals. Working memory is defined as a brain system that temporary storage is utilized in the performance of cognitive tasks and individuals with high working memory will perform better on tasks that require the inhibition of distracting information. However, deficit in working memory has been suggested as a potential explanation for a wide range of cognitive disorders such as attention-deficit hyperactivity disorder (ADHD). In order to examine the idea that training of working memory is effective in treating cognitive disorders such as reading disorders and ADHD in young children, the researchers conducted a meta-analysis of multiple studies. The researchers examined the possibility of working memory showing transfer effects to untrained tasks through training of it. If successful, working memory would be expected to show near and far transfer effects. Near transfer effects are the more immediate effects seen after an intervention, and the far transfer effects are the long-term “carry-over” effects. The following criteria was used in order to use studies that had the adequate methodological practices that would allow training effects to be clearly transmitted: random assignment of participants, use of suitable control groups to compare the performance of the trained group, and an alternative active training procedure had to be compared to the working memory training procedure. A study also had to use a working memory intervention and include standardized exams of various domains such as non verbal ability, arithmetic, encoding, and verbal ability. After careful evaluation of twenty-three studies, the researchers concluded that working memory training causes immediate effects, but no long-term effects were seen. For the most part, the results of the studies suggest
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