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Working memory training shows immediate and long-term effects on cognitive performance in children.

Pugin F, Metz AJ, Stauffer M, Wolf M, Jenni OG, Huber R - F1000Res (2014)

Bottom Line: Significant differences in immediate (after 3 weeks of training) and long-term effects (after 2-6 months) in an auditory n-back task were observed compared to controls (2.5 fold immediate and 4.7 fold long-term increase in the training group compared to the controls).Other cognitive functions (matrices test and Stroop task) did not change when comparing the training group to the control group.The sustained performance improvement several months after the training supports the effectiveness of the training.

View Article: PubMed Central - PubMed

Affiliation: Child Development Center, University Children's Hospital Zurich, Zurich, 8032, Switzerland ; Zurich Center for Integrative Human Physiology (ZIHP), University of Zurich, Zurich, 8057, Switzerland.

ABSTRACT
Working memory is important for mental reasoning and learning processes. Several studies in adults and school-age children have shown performance improvement in cognitive tests after working memory training. Our aim was to examine not only immediate but also long-term effects of intensive working memory training on cognitive performance tests in children. Fourteen healthy male subjects between 10 and 16 years trained a visuospatial n-back task over 3 weeks (30 min daily), while 15 individuals of the same age range served as a passive control group. Significant differences in immediate (after 3 weeks of training) and long-term effects (after 2-6 months) in an auditory n-back task were observed compared to controls (2.5 fold immediate and 4.7 fold long-term increase in the training group compared to the controls). The improvement was more pronounced in subjects who improved their performance during the training. Other cognitive functions (matrices test and Stroop task) did not change when comparing the training group to the control group. We conclude that visuospatial working memory training in children boosts performance in similar memory tasks such as the auditory n-back task. The sustained performance improvement several months after the training supports the effectiveness of the training.

No MeSH data available.


Age at the first training session.Correlation between age (years) and performance at the first session of visuospatial n-back training (Pearson correlation, r = 0.76,p < 0.05).
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f3: Age at the first training session.Correlation between age (years) and performance at the first session of visuospatial n-back training (Pearson correlation, r = 0.76,p < 0.05).

Mentions: To assess the effect of age on training performance, we performed a correlational analysis. Performance during the first session was positively correlated with age (Figure 3, Pearson correlation, r = 0.76,p < 0.05), that is the older the child, the higher the initial performance. Gain or amount of training, however, was not correlated with age. Initial performance also positively correlated with maximal performance during the training (partial correlation with age as covariate, r = 0.59,p < 0.05).


Working memory training shows immediate and long-term effects on cognitive performance in children.

Pugin F, Metz AJ, Stauffer M, Wolf M, Jenni OG, Huber R - F1000Res (2014)

Age at the first training session.Correlation between age (years) and performance at the first session of visuospatial n-back training (Pearson correlation, r = 0.76,p < 0.05).
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC4309169&req=5

f3: Age at the first training session.Correlation between age (years) and performance at the first session of visuospatial n-back training (Pearson correlation, r = 0.76,p < 0.05).
Mentions: To assess the effect of age on training performance, we performed a correlational analysis. Performance during the first session was positively correlated with age (Figure 3, Pearson correlation, r = 0.76,p < 0.05), that is the older the child, the higher the initial performance. Gain or amount of training, however, was not correlated with age. Initial performance also positively correlated with maximal performance during the training (partial correlation with age as covariate, r = 0.59,p < 0.05).

Bottom Line: Significant differences in immediate (after 3 weeks of training) and long-term effects (after 2-6 months) in an auditory n-back task were observed compared to controls (2.5 fold immediate and 4.7 fold long-term increase in the training group compared to the controls).Other cognitive functions (matrices test and Stroop task) did not change when comparing the training group to the control group.The sustained performance improvement several months after the training supports the effectiveness of the training.

View Article: PubMed Central - PubMed

Affiliation: Child Development Center, University Children's Hospital Zurich, Zurich, 8032, Switzerland ; Zurich Center for Integrative Human Physiology (ZIHP), University of Zurich, Zurich, 8057, Switzerland.

ABSTRACT
Working memory is important for mental reasoning and learning processes. Several studies in adults and school-age children have shown performance improvement in cognitive tests after working memory training. Our aim was to examine not only immediate but also long-term effects of intensive working memory training on cognitive performance tests in children. Fourteen healthy male subjects between 10 and 16 years trained a visuospatial n-back task over 3 weeks (30 min daily), while 15 individuals of the same age range served as a passive control group. Significant differences in immediate (after 3 weeks of training) and long-term effects (after 2-6 months) in an auditory n-back task were observed compared to controls (2.5 fold immediate and 4.7 fold long-term increase in the training group compared to the controls). The improvement was more pronounced in subjects who improved their performance during the training. Other cognitive functions (matrices test and Stroop task) did not change when comparing the training group to the control group. We conclude that visuospatial working memory training in children boosts performance in similar memory tasks such as the auditory n-back task. The sustained performance improvement several months after the training supports the effectiveness of the training.

No MeSH data available.