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

By M. Melby‐Lervåg, Charles Hulme. Developmental Psychology, 2013

1,747 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/35a831b55aeb607f3b31d19cf52eb7b7114d6fc7

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Psychiatry and Mental health

Citations in the corpus

Improving Methodological Standards in Behavioral Interventions for Cognitive Enhancement (2019, background): “cisms recommending that such enthusiasm be appreciably dampened (Boot et al. 2013; Melby-Lervag and Hulme 2013; Shipstead et al. 2012; Simons et al. 2016).”
Improving At-Risk Learners' Understanding of Fractions (2013, background): “In addition to compensatory strategies, instructional procedures may be required to build working memory capacity or attentive behavior—although such efforts have to date failed to transfer to mathematics outcomes, at least for AR learners (Melby-Lervag & Hulme, 2012).”
When the music's over. Does music skill transfer to children's and young adolescents' cognitive and academic skills? A meta-analysis (2017, neutral): “…of obtaining transferable benefits, both cognitive and academic, from playing video-games (Green, Li, & Bavelier, 2010; Green, Pouget, & Bavelier, 2010), working memory training (Melby-Lervag & Hulme, 2013, 2016), and playing chess in schools (Gobet & Campitelli, 2006; Sala & Gobet, 2016).”
Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention (2015, background): “…training sessions with children is not practical in most classroom settings and there is little or no evidence that improving children’s scores using computer-based tasks translates to changes in classroom behavior or academic achievement (Diamond & Lee, 2011; Melby-Lervåg & Hulme, 2013).”
Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of “Far Transfer”: Evidence from a Meta-Analytic Review (2016, positive): “Clearly, the most critical issue, theoretically and practically, is whether or not working memory training produces far-transfer effects (Barnett & Ceci, 2002; Taatgen, 2013), for which our previous review (Melby-Lervåg & Hulme, 2013) failed to find any convincing evidence.”
No evidence of intelligence improvement after working memory training: a randomized, placebo-controlled study. (2013, methodology): “The Melby-Lervåg and Hulme (2012) meta-analysis confirmed that age was not a significant moderator of transfer to nonverbal abilities after WM training.”
Action video game training for cognitive enhancement (2015, background): “This general phenomenon has been observed across domains — from perception (where for instance, training to identify a target in one part of the screen may not transfer to a different part of the screen [6]), to cognition (where training on one working memory task may not transfer to a different wor”
The Effort Paradox: Effort Is Both Costly and Valued (2018, background): “Notably, the kinds of training suggested by learned industriousness [94,95,108] differ in important ways from the types of practice-based approaches that have been at the center of research on cognitive training, which have largely failed to generalize across cognitive skills [114,115].”
Does Working Memory Training Transfer? A Meta-Analysis Including Training Conditions as Moderators (2015, methodology): “The remaining question is whether the conclusions drawn by Melby-Lerva g and Hulme (2013) are still appropriate against the background of several recently published studies.”
Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy (2016, background): “Cognitive training has often suffered from a lack of transferability [57-59].”
The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions (2018, background): “Such further insights can help building on to existing EF trainings, which are currently showing limited generalization to everyday situations (Diamond & Lee, 2011; Melby-Lervag & Hulme, 2013).”