Skip to main content
SpringerLink
Log in

Educational Application of Cognitive Training

  • Chapter
  • First Online:
Cognitive Training

Abstract

There are studies indicating that executive functions (EF) such as working memory (WM), inhibition, and flexibility are related to academic abilities and that deficits in reading and mathematical abilities are associated with WM deficits. Hence, it can be assumed that academic abilities may be enhanced by means of EF training. In this chapter, we review the effects of cognitive training on academic abilities in children. We first focus on transfer of WM training and training programs targeting other EF on academic abilities in children with learning difficulties or attention deficits and typically developing children. Despite many promising results, existing findings are heterogeneous. We hypothesize that these inconsistencies are caused by several factors, which vary between studies such as the trained WM domain and the tasks applied to measure transfer effects. We also discuss two more factors assumed to modify training and transfer effects: presentation format and personality factors. Recent research indicates that game-based training tasks might be more effective than standard training tasks and that the personality factors neuroticism and effortful control might modulate transfer gains. As compared to domain-specific reading or mathematical training programs, domain-general WM training seems to evoke either equal or even greater improvement in academic abilities. However, a combination of WM training and domain-specific academic training might be more effective as separate training programs targeting WM or academic abilities. Further research is necessary to determine how EF training has to be designed to elicit transfer to reading and mathematical abilities in children with different needs.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 16.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Agostino, A., Johnson, J., & Pascual-Leone, J. (2010). Executive functions underlying multiplicative reasoning: Problem type matters. Journal of Experimental Child Psychology, 105, 286–305.

    Article  Google Scholar 

  • Alloway, T. (2012). Can interactive working memory training improving learning? Journal of Interactive Learning Research, 23, 197–207.

    Google Scholar 

  • Alloway, T., Bibile, V., & Lau, G. (2013). Computerized working memory training: Can it lead to gains in cognitive skills in students? Computers in Human Behavior, 29, 632–638.

    Article  Google Scholar 

  • Bergman-Nutley, S., & Klingberg, T. (2014). Effect of working memory training on working memory, arithmetic and following instructions. Psychological Research, 78, 869–877.

    Article  Google Scholar 

  • Borella, E., Carretti, B., & Pelgrina, S. (2010). The specific role of inhibition in reading comprehension in good and poor comprehenders. Journal of Learning Disabilities, 43, 541–552.

    Article  Google Scholar 

  • Buschkuehl, M., Jaeggi, S., Kobel, A., & Perrig, W. J. (2008). Braintwister-Aufgabensammlung für kognitives Training [Braintwister training battery for cognitive training]. Bern: Universität Bern, Institut für Psychologie.

    Google Scholar 

  • Carretti, B., Borella, E., Cornoldi, C., & De Beni, R. (2009). Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis. Learning and Individual Differences, 19, 246–251.

    Google Scholar 

  • Cartwright, K. B., Marshall, T. R., Dandy, K. L., & Isaac, M. C. (2010). The development of graphophonological-semantic cognitive flexibility and its contribution to reading comprehension in beginning readers. Journal of Cognition and Development, 11, 61–85.

    Article  Google Scholar 

  • Chen, X., Ye, M., Chang, L., Chen, W., & Zhou, R. (2018). Effect of working memory updating training on retrieving symptoms of children with learning disabilities. Journal of Learning Disabilities, 51, 507–519.

    Article  Google Scholar 

  • Colé, P., Duncan, L. G., & Blaye, A. (2014). Cognitive flexibility predicts early reading skills. Frontiers in Psychology: Cognitive Science, 5, 565.

    Google Scholar 

  • Dahlin, K. I. E. (2011). Effects of working memory training on reading in children with special needs. Reading and Writing, 24, 479–491.

    Article  Google Scholar 

  • Dahlin, K. (2013). Working memory training and the effect on mathematical achievement in children with attention deficits and special needs. Journal of Education and Learning, 2, 118–133.

    Article  Google Scholar 

  • Dörrenbächer, S., Müller, P. M., Tröger, J., & Kray, J. (2014). Dissociable effects of game elements on motivation and cognition in a task-switching training in middle childhood. Frontiers in Psychology, 5, 1275.

    Google Scholar 

  • Dunning, D. L., Holmes, J., & Gathercole, S. E. (2013). Does working memory training lead to generalized improvements in children with low working memory? A randomized controlled trial. Developmental Science, 16, 915–925.

    Article  Google Scholar 

  • Dyer, E. D. (1987). Can university success and first-year job performance be predicted from academic achievement, vocational interest, personality and biographical measures? Psychological Reports, 61, 655–671.

    Article  Google Scholar 

  • Goldin, A. P., Hermida, M. J., Shalom, D. E., Costa, M. E., Lopez-Rosenfeld, M., Segretin, M. S.,... & Sigman, M. (2014). Far transfer to language and math of a short software-based gaming intervention. Proceedings of the National Academy of Sciences, 111, 6443–6448.

    Google Scholar 

  • Gray, S. A., Chaban, P., Martinussen, R., Goldberg, R., Gotlieb, H., Kronitz, R., Hockenberry, M., & Tannock, R. (2012). Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: A randomized controlled trial. Journal of Child Psychology and Psychiatry, 53, 1277–1284.

    Article  Google Scholar 

  • Greeno, J. G., Moore, J. L., & Smith, D. R. (1993). Transfer of situated learning. In D. K. Detterman & R. J. Sternberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction (pp. 99–167). Ablex Publishing.

    Google Scholar 

  • Henry, L. A. (2001). How does the severity of a learning disability affect working memory performance? Memory, 9, 233–247.

    Article  Google Scholar 

  • Henry, L. A., Messer, D. J., & Nash, G. (2014). Testing for near and far transfer effects with a short, face-to-face adaptive working memory training intervention in typical children. Infant and Child Development, 23, 84–103.

    Article  Google Scholar 

  • Holmes, J., & Gathercole, S. E. (2014). Taking working memory training from the laboratory into schools. Educational Psychology, 34, 440–450.

    Article  Google Scholar 

  • Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science, 12, F9–F15.

    Article  Google Scholar 

  • Johann V. E., & Karbach, J. (2019). Effects of game-based and standard executive control training on cognitive and academic abilities in elementary school children. Developmental Science, e12866.

    Google Scholar 

  • Johann, V. E., Könen, T., & Karbach, J. (2019). The unique contribution of working memory, inhibition, cognitive flexibility, and intelligence to reading comprehension and reading speed. Child Neuropsychology, 26, 324–344.

    Google Scholar 

  • Karbach, J., & Kray, J. (2009). How useful is executive control training? Age differences in near and far transfer of task-switching training. Developmental Science, 12, 976–990.

    Article  Google Scholar 

  • Karbach, J., Strobach, T., & Schubert, T. (2015). Adaptive working memory training benefits reading, but not mathematics in middle childhood. Child Neuropsychology, 21, 285–301.

    Article  Google Scholar 

  • Karbach, J., Könen, T., & Spengler, M. (2017). Who Benefits the Most? Individual Differences in the Transfer of Executive Control Training Across the Lifespan. Journal of Cognitive Enhancement, 1, 394–405.

    Google Scholar 

  • Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., Dahlström, K.,... & Westerberg, H. (2005). Computerized training of working memory in children with ADHD-a randomized, controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 44, 177–186.

    Google Scholar 

  • Kuhn, J.-T., & Holling, H. (2014). Number sense or working memory? The effect of two computer-based trainings on mathematical skills in elementary school. Advances in Cognitive Psychology, 10, 59–67.

    Article  Google Scholar 

  • Layes, S., Lalonde, R., Bouakkaz, Y., & Rebai, M. (2018). Effectiveness of working memory training among children with dyscalculia: Evidence for transfer effects on mathematical achievement – A pilot study. Cognitive Processing, 19, 375–385.

    Article  Google Scholar 

  • Lee, K., Ng, E. L., & Ng, S. F. (2009). The contributions of working memory and executive functioning to problem representation and solution generation in algebraic word problems. Journal of Educational Psychology, 101, 373–387.

    Article  Google Scholar 

  • Locke, H. S., & Braver, T. S. (2010). Motivational influences on cognitive control: A cognitive neuroscience perspective. In R. Hassin, K. Ochsner, & Y. Trope (Eds.), Self control in society, mind, and brain (pp. 114–140). New York: Oxford University Press.

    Chapter  Google Scholar 

  • Loosli, S. V., Buschkuehl, M., Perrig, W. J., & Jaeggi, S. M. (2012). Working memory training improves reading processes in typically developing children. Child Neuropsychology, 18, 62–78.

    Article  Google Scholar 

  • Neuenschwander, R., Cimeli, P., Röthlisberger, M., & Roebers, C. M. (2013). Personality factors in elementary school children: Contributions to academic performance over and above executive functions. Learning and Individual Differences, 25, 118–125.

    Article  Google Scholar 

  • Nevo, E., & Breznitz, Z. (2014). Effects of working memory and reading acceleration training on improving working memory abilities and reading skills among third graders. Child Neuropsychology, 20, 752–765.

    Article  Google Scholar 

  • Passolunghi, M. C., & Costa, H. M. (2014). Working memory and early numeracy training in preschool children. Child Neuropsychology, 22, 81–98.

    Article  Google Scholar 

  • Peng, P., Namkung, J., Barnes, M., & Sun, C. Y. (2016). A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics. Journal of Educational Psychology, 108, 455–473.

    Article  Google Scholar 

  • Peng, P., Barnes, M., Wang, C., Wang, W., Li, S., Swanson, H. L., Dardick, W., & Tao, S. (2018). A meta-analysis on the relation between reading and working memory. Psychological Bulletin, 144, 48–76.

    Article  Google Scholar 

  • Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135, 322–338.

    Article  Google Scholar 

  • Prins, P. J., Dovis, S., Ponsioen, A., Ten Brink, E., & Van der Oord, S. (2011). Does computerized working memory training with game elements enhance motivation and training efficacy in children with ADHD? Cyberpsychology, Behavior and Social Networking, 14, 115–122.

    Article  Google Scholar 

  • Protopapas, A., Archonti, A., & Skaloumbakas, C. (2007). Reading ability is negatively related to stroop interference. Cognitive Psychology, 54, 251–282.

    Article  Google Scholar 

  • Rabiner, D. L., Godwin, J., & Dodge, K. A. (2016). Predicting academic achievement and attainment: The contribution of early academic skills, attention difficulties, and social competence. School Psychology Review, 45, 250–267.

    Article  Google Scholar 

  • Ramani, G. B., Jaeggi, S. M., Daubert, E. N., & Buschkuehl, M. (2017). Domain-specific and domain-general training to improve kindergarten children’s mathematics. Journal of Numerical Cognition, 3, 468–495.

    Article  Google Scholar 

  • Rode, C., Robson, R., Purviance, A., Geary, D. C., & Mayr, U. (2014). Is working memory training effective? A study in a school setting. PLoS One, 9, e104796.

    Article  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67.

    Article  Google Scholar 

  • Sala, G., & Gobet, F. (2017). Working memory training in typically developing children: A meta-analysis of the available evidence. Developmental Psychology, 53, 671–685.

    Article  Google Scholar 

  • Sánchez-Pérez, N., Castillo, A., López-López, J. A., Pina, V., Puga, J. L., Campoy, G., González-Salinas, C., & Fuentes, L. J. (2018). Computer-based training in math and working memory improves cognitive skills and academic achievement in primary school children: Behavioral results. Frontiers in Psychology, 8, 2327.

    Article  Google Scholar 

  • Savage, R., Cornish, K., Manly, T., & Hollis, C. (2006). Cognitive processes in children’s reading and attention: The role of working memory, divided attention, and response inhibition. British Journal of Psychology, 97, 365–385.

    Article  Google Scholar 

  • Schwaighofer, M., Fischer, F., & Bühner, M. (2015). Does working memory training transfer? A meta-analysis including training conditions as moderators. Educational Psychologist, 50, 138–166.

    Article  Google Scholar 

  • Studer-Luethi, B., Bauer, C., & Perrig, W. J. (2016). Working memory training in children: Effectiveness depends on temperament. Memory & Cognition, 44, 171–186.

    Article  Google Scholar 

  • Thorell, L. B., Lindqvist, S., Bergman-Nutley, S., Bohlin, G., & Klingberg, T. (2009). Training and transfer effects of executive functions in preschool children. Developmental Science, 12, 106–133.

    Article  Google Scholar 

  • Titz, C., & Karbach, J. (2014). Working memory and executive functions: Effects of training on academic achievement. Psychological Research, 78, 852–868.

    Article  Google Scholar 

  • Van der Molen, M. J., Van Luit, J. E. H., Van der Molen, M. W., Klugkist, I., & Jongmans, M. J. (2010). Effectiveness of a computerised working memory training in adolescents with mild to borderline intellectual disabilities. Journal of Intellectual Disability Research, 54, 433–447.

    Article  Google Scholar 

  • von Bastian, C. C., & Oberauer, K. (2014). Effects and mechanisms of working memory training: A review. Psychological Research, 78, 803–820.

    Article  Google Scholar 

  • Wang, C., Jaeggi, S. M., Yang, L., Zhang, T., He, X., Buschkuehl, M., & Zhang, Q. (2019). Narrowing the achievement gap in low-achieving children by targeted executive function training. Journal of Applied Developmental Psychology, 63, 87–95.

    Article  Google Scholar 

  • Yeniad, N., Malda, M., Mesman, J., van Ijzendoorn, M. H., & Pieper, S. (2013). Shifting ability predicts math and reading performance in children: A meta-analytical study. Learning and Individual Differences, 23, 1–9.

    Article  Google Scholar 

  • Zhang, H., Chang, L., Chen, X., Ma, L., & Zhou, R. (2018). Working memory updating training improves mathematics performance in middle school students with learning difficulties. Frontiers in Human Neuroscience, 12, 154.

    Article  Google Scholar 

Download references

Acknowledgment

This work was supported by a grant from the German Research Foundation awarded to the last author (KA 3216/3-1).

Author information

Authors and Affiliations

  1. University of Koblenz-Landau, Department of Psychology, Landau in der Pfalz, Germany

    Verena E. Johann & Julia Karbach

  2. Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany

    Verena E. Johann & Julia Karbach

Authors
  1. Verena E. Johann
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Julia Karbach
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Verena E. Johann .

Editor information

Editors and Affiliations

  1. Medical School Hamburg, Hamburg, Germany

    Tilo Strobach

  2. University of Koblenz-Landau, Landau, Germany

    Julia Karbach

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Johann, V.E., Karbach, J. (2021). Educational Application of Cognitive Training. In: Strobach, T., Karbach, J. (eds) Cognitive Training. Springer, Cham. https://doi.org/10.1007/978-3-030-39292-5_23

Download citation

Publish with us

Policies and ethics

Search

Navigation