Strategy and Core Cognitive Training Effects on Working Memory Performance: A Systematic Review and Meta-Analysis

Autor/inn/en	Ben Izhak, Shachar; Lavidor, Michal
Titel	Strategy and Core Cognitive Training Effects on Working Memory Performance: A Systematic Review and Meta-Analysis
Quelle	In: Journal of Cognition and Development, 24 (2023) 4, S.486-513 (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ben Izhak, Shachar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2023.2172413
Schlagwörter	Short Term Memory; Meta Analysis; Learning Strategies; Cognitive Processes; Teaching Methods; Cognitive Development; Effect Size; Research Methodology; Comparative Analysis; Metacognition; Age Differences; Outcome Measures; Research Reports; Outcomes of Education + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Meta-analysis; Metaanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Kognitive Entwicklung; Research method; Forschungsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Age; Difference; Age difference; Altersunterschied; Research report; Forschungsbericht; Lernleistung; Schulerfolg
Abstract	The field of cognitive training (CT) has been researched for over a century. However, there is still a debate regarding its ability to produce cognitive improvement, especially in working memory (WM) indices. This meta-analysis examined whether there is an advantage in training gains by comparing the results of two specific WM training approaches, Core Training (CRT) and Strategy Training (ST). Meta-analytic techniques were used to summarize 28 independent effect sizes from 24 studies with 1521 subjects, calculated only from studies that compared both training approaches in a single study. We found moderate effect sizes of trained tasks improvement with a clear advantage to ST over CRT, from which younger trainees benefitted the most. However, this advantage has almost disappeared for untrained tasks due to the limited improvement each approach produced on its own. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01