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Incoming links: Working memory training
Darren L. Dunning Created 2026-10-25 Updated 2026-11-05
A developmental psychologist who tested transfer from working memory training in children with low working memory. A three-arm randomized study separated changes on trained or closely related tasks from improvement in broader skills. The design makes the distinction between task practice and generalized cognitive benefit explicit.[ref]
Does working memory training lead to generalized improvements in children with low working memory? by Darren L. Dunning and others. 2013, randomized trial, Results and Discussion
Working memory training 2026-11-05
Working memory training repeatedly practices tasks requiring temporary maintenance and manipulation of information, often adjusting difficulty as performance changes. Improving a practiced task, improving a different working memory task and improving classroom learning are separate outcomes.
A study using randomization of children with low working memory compared adaptive working memory training with comparison conditions and tested outcomes beyond the practiced exercises. Gains extended to some untrained working memory measures but did not establish improved academic progress or nonverbal reasoning.[ref]
Does working memory training lead to generalized improvements in children with low working memory? by Darren L. Dunning and others. Developmental Science 16, pp. 915–925; randomized groups, transfer measures and follow-up
This distinction motivates controls for practice and expectations, independent outcome tasks and follow-up measurements. A higher training score alone cannot show that a general cognitive capacity has increased; the claim depends on which additional tasks improve and for how long.