Improving children's working memory and classroom performance

By Helen St Clair-Thompson, Ruth Stevens, Alexandra Hunt, Emma Bolder. 2010

194 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/17f9ff02b4447de26b8120cdf2b30c0f2fc29d73

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. M. Melby‐Lervåg
2. Charles Hulme
3. Jason M. Chein
4. Alexandra B. Morrison
5. Nelson Cowan
6. Thomas S. Redick
7. Lisa M. D. Archibald

In Experimental and Cognitive Psychology

1. M. Melby‐Lervåg
2. Charles Hulme
3. Jason M. Chein
4. Alexandra B. Morrison
5. Nelson Cowan
6. Thomas S. Redick
7. A. Diamond
8. Lisa M. D. Archibald

In Statistics and Probability

1. M. Melby‐Lervåg
2. Charles Hulme
3. Jason M. Chein
4. Alexandra B. Morrison

Citations in the corpus

• Is working memory training effective? A meta-analytic review. (2013, background): “…control group, nonrandomized Skilled readers, university students Self-paced reading intervention Cognifit 24 sessions over 6 weeks about 15 min each St. Clair-Thompson et al. (2010) 6.10 (6.11) Pre–post follow-up (5 months after training), nonrandomized Unselected Untreated Memory…”
• Does working memory training work? The promise and challenges of enhancing cognition by training working memory (2011, background): “Examples of strategy training that target elaborative encoding include practice with grouping items into chunks ( St Clair-Thompson, Stevens, Hunt, & Bolder, 2010 ), devising a mental story with items (McNamara & Scott, 2001), and using imagery to make items more salient (Carretti et al., 2007).”