Effectiveness of working memory training among children with dyscalculia: evidence for transfer effects on mathematical achievement—a pilot study
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We examined whether the working memory (WM) capacity of developmentally dyscalculic children can be improved by a WM training program and whether outcomes relate to mathematical performance. The experimental design comprised two groups with developmental dyslexia with grade 4 schooling: an experimental group (n = 14; mean age = 129.74 months) and a control group (n = 14; mean age = 126.9 months). All participants were assessed on measures of WM, mathematic attainment, and nonverbal mental ability (Raven test) before and after training. The WM training program focused on manipulating and maintaining arithmetic information. The results show that both WM and mathematical performances improved significantly after intervention, indicating a strong relationship between these two constructs. The control group improved slightly in Raven’s progressive matrices and a reading number task. These findings are discussed in terms of near and far transfer toward trained and untrained skills and stress the positive impact of WM training on learning mathematics in children with dyscalculia.
KeywordsDevelopmental dyscalculia Working memory training Near and far transfer
Compliance with ethical standards
Conflict of interest
The authors declare that they have no conflict of interest.
All procedures performed in this study were in accordance with the ethical standards of the National Council of Ethics and University Deontology.
Informed consent was obtained from all individual participants included in the study.
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