The academic outcomes of working memory and metacognitive strategy training in children: A double-blind randomized controlled trial.

ABSTRACT: Working memory training has been shown to improve performance on untrained working memory tasks in typically developing children, at least when compared to non-adaptive training; however, there is little evidence that it improves academic outcomes. The lack of transfer to academic outcomes may be because children are only learning skills and strategies in a very narrow context, which they are unable to apply to other tasks. Metacognitive strategy interventions, which promote metacognitive awareness and teach children general strategies that can be used on a variety of tasks, may be a crucial missing link in this regard. In this double-blind randomized controlled trial, 95 typically developing children aged 9-14 years were allocated to three cognitive training programmes that were conducted

SUBMITTER: Jones JS 

PROVIDER: S-EPMC7379186 | biostudies-literature | 2020 Jul

REPOSITORIES: biostudies-literature