Can working memory training improve preschoolers’ numerical abilities?

Abstract

A large number of studies have pointed out the role of working memory throughout numerical development. Working memory capacities seem to be improved after training and some studies have observed an impact of working memory training on academic performance. In our study, we examined whether training visuo-spatial working memory (with Cogmed) enhances working memory abilities and numerical development in the short and middle term in 5-6 year-old children. Fourty six children were randomly assigned to the experimental condition (adaptive working memory training) or the control condition (non-adaptive, demo version). The program was implemented daily for a period of five weeks in both groups. We observed an immediate impact of the adaptive version on visuo-spatial sketchpad and visuo-spatial central executive abilities and a small impact on Arabic number comparison. No training effect was observed in verbal working memory, in counting, collection comparison and addition. Furthermore, the observed effects were not sustained ten weeks later. These results are discussed in the context of specific and general cognitive factors that support numerical development and we argue against the idea of developing general cognitive factors to efficiently boost numerical development.

A Finger-Based Numerical Training Failed to Improve Arithmetic Skills in Kindergarten Children Beyond Effects of an Active Non-numerical Control Training

“…The influence of domain-general skills on specific skills might of course depend on the particular domain-general and/or domain-specific variable. For example, the causal relation between working memory and arithmetic skills is heatedly debated (Welsh et al, 2010;Melby-Lervag and Hulme, 2013;Cragg and Gilmore, 2014;Passolunghi and Costa, 2016;Honore and Noël, 2017;Ramani et al, 2017). Moreover, the strength of this relation may also depend on other factors, for example, whether children come from lowincome families and/or whether children may have a risk for special impairments.…”

Research on numerical cognition in Latin American countries (Investigación sobre cognición numérica en países latinoamericanos)

“…It may be of little relevance to pedagogical interventions. Results with the training of cognitive processes have been contradictory (Honoré & Noël, 2017; Michels, O’Gorman, & Kucian, 2018). At the same time, training specific concepts and abilities with instructional methods results in considerable learning improvement (Fletcher et al, 2019; Gersten et al, 2009; Kroesbergen & Van Luit, 2003).…”

“…Puede ser de escasa relevancia para las intervenciones pedagógicas. Los resultados con los procesos cognitivos formativos han sido contradictorios (Honoré & Noël, 2017; Michels, O’Gorman, & Kucian, 2018). Al mismo tiempo, las habilidades y los conceptos específicos formativos con métodos de instrucción resultan en una mejora considerable del aprendizaje (Fletcher et al, 2019; Gersten et al, 2009; Kroesbergen & Van Luit, 2003).…”

Is working memory training efficient? Effects on IQ and school performance in Brazilian children

“…In their study, the sample size was small, the control group was passive, and they did not control for intelligence prior to the training sessions. Honoré and Noël (2017) also used CogMed™ in a sample of 46 children aged 5 and 6 years. Their results suggested transfer for Arabic number comparison ( η 2 = 0.07).…”