Educational Psychology Review

, Volume 27, Issue 4, pp 617–633 | Cite as

What’s Working in Working Memory Training? An Educational Perspective

  • Thomas S. RedickEmail author
  • Zach Shipstead
  • Elizabeth A. Wiemers
  • Monica Melby-Lervåg
  • Charles Hulme
Review Article


Working memory training programs have generated great interest, with claims that the training interventions can have profound beneficial effects on children’s academic and intellectual attainment. We describe the criteria by which to evaluate evidence for or against the benefit of working memory training. Despite the promising results of initial research studies, the current review of all of the available evidence of working memory training efficacy is less optimistic. Our conclusion is that working memory training produces limited benefits in terms of specific gains on short-term and working memory tasks that are very similar to the training programs, but no advantage for academic and achievement-based reading and arithmetic outcomes.


Working memory Training Academic attainment Intervention 



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Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  • Thomas S. Redick
    • 1
    Email author
  • Zach Shipstead
    • 2
  • Elizabeth A. Wiemers
    • 1
  • Monica Melby-Lervåg
    • 3
  • Charles Hulme
    • 4
  1. 1.Department of Psychological SciencesPurdue UniversityWest LafayetteUSA
  2. 2.Division of Social & Behavioral SciencesArizona State UniversityGlendaleUSA
  3. 3.Department of Special Needs EducationUniversity of OsloOsloNorway
  4. 4.Division of Psychology and Language SciencesUniversity College LondonLondonUK

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