No abstract

We assessed the transfer effects of training working memory strategies to a novel problem-solving task. Previous WM training studies have produced little evidence for transfer across contexts. In the current study, 64 6- to 9-year-olds were randomly assigned to one of four training conditions: semantic and rehearsal training, semantic training only, rehearsal training only, and treated control group. All training groups performed significantly better on the transfer task than the control group, but training groups did not differ significantly from each other. Implications of the findings for cognitive interventions and future WM training studies are discussed.