The neural correlates of working memory training in typically developing children

Abstract

Working memory training improves children's cognitive performance on untrained tasks; however, little is known about the underlying neural mechanisms. This was investigated in 32 typically developing children aged 10-14 years (19 girls and 13 boys) using a randomized controlled design and multi-modal magnetic resonance imaging (Devon, UK;2015. Training improved working memory performance and increased intrinsic functional connectivity between the bilateral intraparietal sulci. Furthermore, improvements in working memory were associated with greater recruitment of the left middle frontal gyrus on a complex span task.Repeated engagement of fronto-parietal regions during training may increase their activity and functional connectivity over time, affording greater working memory performance. The plausibility of generalizable cognitive benefits from a neurobiological perspective and implications for neurodevelopmental theory are discussed.

Verbal Working Memory‐Balance program training alters the left fusiform gyrus resting‐state functional connectivity: A randomized clinical trial study on children with dyslexia

“…It appears that the left middle frontal gyrus coordinates and integrates the visual orthographic, phonological information, and semantic information during reading (Perfetti et al, 2006). This region also has a role in word production (Wen et al, 2017), WM (Jones et al, 2017), and motor readiness (related to articulation) (Pedersen et al, 1998). Hence, in the current study, the increased rsFC between the left fusiform gyrus and the left middle frontal gyrus may go back to the VWFA portion of the left fusiform gyrus, which is usually activated in skilled readers (Kearns et al, 2019; Myachykov & Posner, 2005).…”

Working memory training: mechanisms, challenges and implications for the classroom

“…Furthermore, WM training has been shown to improve functional connectivity between the prefrontal cortex and posterior parietal cortex, as well as boost dopamine levels, suggesting that it refines the functional WM network and could lead to wider cognitive gains (McNab et al, 2009;Jones et al, 2022). However, the retention of such gains and the duration of data collection are often under-specified in the literature.…”

“…Developing an effective evidence-based approach requires a collaborative implementation process, where educators' team building, collaboration, and leadership are critical factors (Jones et al, 2022). Ford and Sutton (2009) indicated that effective collaboration between researchers and educators is essential to enhance students' learning experiences.…”

“…Ford and Sutton (2009) indicated that effective collaboration between researchers and educators is essential to enhance students' learning experiences. To promote teacher participation and collaboration with researchers, it is important to understand the factors that influence the establishment of a bidirectional partnership from the teachers' perspective (Jones et al, 2022). A key issue is how teachers with varying research skills can assume an equal and proactive collaborator role.…”