Description

Working memory (WM), which includes short-term memory
and cognitive control, has been found to be closely
related to a wide range of high-level cognitive
abilities and academic achievement. Prior studies
showed children with attention-deficit/hyperactivity
disorder improved their WM and fluid intelligence
through computerized cognitive training (CCT) in a
clinical setting. This research examined whether
regular middle-school students would significantly
improve their WM through CCT on WM; and if so,
whether increase in WM would lead to improved fluid
intelligence and science achievement.
Two randomized pretest-posttest control-group
experimental studies were conducted to answer these
questions. Results showed CCT effectively improved
regular students WM in a school setting, with more
increase in short-term memory than in cognitive
control. No significant improvement was observed
in fluid intelligence and science achievement
immediately following training. Given the
increasingly complex learning environment in schools,
using CCT to improve students'' cognition and academic
learning has important implications for both
practitioners and researchers in education.

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