Is working memory training effective? A meta-analytic review.

Abstract

It has been suggested that working memory training programs are effective both as treatments for attention-deficit/hyperactivity disorder (ADHD) and other cognitive disorders in children and as a tool to improve cognitive ability and scholastic attainment in typically developing children and adults. However, effects across studies appear to be variable, and a systematic meta-analytic review was undertaken. To be included in the review, studies had to be randomized controlled trials or quasi-experiments without randomization, have a treatment, and have either a treated group or an untreated control group. Twenty-three studies with 30 group comparisons met the criteria for inclusion. The studies included involved clinical samples and samples of typically developing children and adults. Meta-analyses indicated that the programs produced reliable short-term improvements in working memory skills. For verbal working memory, these near-transfer effects were not sustained at follow-up, whereas for visuospatial working memory, limited evidence suggested that such effects might be maintained. More importantly, there was no convincing evidence of the generalization of working memory training to other skills (nonverbal and verbal ability, inhibitory processes in attention, word decoding, and arithmetic). The authors conclude that memory training programs appear to produce short-term, specific training effects that do not generalize. Possible limitations of the review (including age differences in the samples and the variety of different clinical conditions included) are noted. However, current findings cast doubt on both the clinical relevance of working memory training programs and their utility as methods of enhancing cognitive functioning in typically developing children and healthy adults.

Does working memory training have to be adaptive?

“…Can fluid cognitive abilities such as working memory (WM) and reasoning be improved through computer-based WM training? This is a highly controversial question, with prior empirical studies (for reviews, see Morrison & Chein, 2011;von Bastian & Oberauer, 2014) and meta-analyses (Au et al, in press;Karbach & Verhaeghen, 2014;Lampit, Hallock, & Valenzuela, 2014;Melby-Lervåg & Hulme, 2013) providing contradictory findings. Although multiple previous studies revealed promising effects (e.g., Jaeggi, Buschkuehl, Jonides, & Perrig, 2008;Jaeggi, Buschkuehl, Shah, & Jonides, 2014;Jaeggi et al, 2010; Klingberg et al, 2005;Schweizer, Hampshire, & Dalgleish, 2011;Stepankova et al, 2014;, a growing number of other WM training interventions failed to induce such broad transfer (e.g., Chein & Morrison, 2010;Chooi & Thompson, 2012;Colom et al, 2013;Harrison et al, 2013;Redick et al, 2013;Salminen, Strobach, & Schubert, 2012; Sprenger et al, 2013;Thompson et al, 2013;von Bastian, Langer, Jäncke, & Oberauer, 2013).…”

Computerized Progressive Attention Training (CPAT) vs. Active Control in Adults with ADHD

“…Further limitations of the previous studies include too homogeneous groups and lack of measures of functional impairment (Chacko et al 2013;Rapport et al 2013). Thus, as briefly described above, and as concluded by several recent reviews and meta-analyses (Cortese et al 2015;Melby-Lervåg and Hulme 2013;Rapport et al 2013), not enough evidence were accumulated to support the efficacy of cognitive training in ADHD. In particular, the existing studies do not support the claim that the outcomes of cognitive training in general and of working memory training in particular, are transferable to other cognitive domains and/or to everyday functioning.…”

LearningRx Cognitive Training Effects in Children Ages 8–14: A Randomized Controlled Trial

“…Extant research has demonstrated support for the efficacy of cognitive training programs in improving individual cognitive skills (Holmes, Gathercole, & Dunning, 2009; Klingberg et al, 2005; Melby‐Lervag & Hulme, 2013; Sonuga‐Barke et al, 2013; Wegrzyn, Hearrington, Martin, & Randolph, 2012). However, because each training program described in the literature targets different cognitive skills, the results are as diverse and varied as the programs themselves.…”