Strategy training and working memory task performance.

By K. Turley-Ames, M. Whitfield. 2003

299 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/31df437431dcda883b5873099b9ad03d0b8634ce

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

Learning strategies: a synthesis and conceptual model (2016, background): “53) there is less evidence that training working memory transfers into substantial gains in academic attainment.(63) There are many emerging and popular computer games that aim to increase working memory.”
Improving children's working memory and classroom performance (2010, methodology): “For example, Turley-Ames and Whitfield (2003) instructed participants to use either rehearsal, visual imagery or a semantic strategy during an operation span task.”
Working-memory capacity and the control of attention: the contributions of goal neglect, response competition, and task set to Stroop interference. (2003, background): “OSPAN scores also remain stable over test–retest intervals of a few minutes (r ϭ .77–.79; Turley-Ames & Whitfield, 2002 ), to 3 weeks (stability coefficient ϭ .82; Klein & Fiss, 1999), to 3 months (stability coefficient ϭ .76; Klein & Fiss, 1999).”
Does working memory training generalize (2010, background): “Moreover recent research indicates that rather than enhancing the relationship between WMC and higher order cognition, strategies tend to obscure it (Turley-Ames & Whitfield, 2003) and are prone to be ineffective when unusual stimuli are encountered (e.g. snowflakes rather than numbers; Maguire et…”
Is working memory training effective? (2012, background): “Strategies might improve a person's score on a WM test (McNamara & Scott, 2001; Turley-Ames & Whitfield, 2003); however, this is not the same as changing the underlying ability.”
How does working memory work in the classroom (2006, background): “While the ideal solution would be to remediate these memory impairments directly, there is little evidence that training working memory in children with low working memory skills leads to substantial gains in academic attainments (Turley-Ames and Whitfield, 2003).”
Working memory span tasks: A methodological review and user’s guide (2005, methodology): “The visual displays were made more complex by placing the target shapes among a field of distractors that shared either the same shape or the same color (and so counting required conjunctive search, à la Treisman & Gelade, 1980).”
Does working memory training work? The promise and challenges of enhancing cognition by training working memory (2011, methodology): “…strategy training techniques are applied directly toward the goal of increasing participants ’ WM performance (Carretti et al., 2007; Cavallini et al., 2003; Comblain, 1994; Conners et al., 2008; Loomes, Rasmussen, Pei, Manji, & Andrew, 2008; McNamara & Scott, 2001; Turley-Ames & Whitfield, 2003).”