Working memory training improves reading processes in typically developing children
Abstract
The goal of this study was to investigate whether a brief cognitive training intervention results in a specific performance increase in the trained task, and whether there are transfer effects to other nontrained measures. A computerized, adaptive working memory intervention was conducted with 9- to 11-year-old typically developing children. The children considerably improved their performance in the trained working memory task. Additionally,...
Paper Details
Title
Working memory training improves reading processes in typically developing children
Published Date
Jan 1, 2012
Journal
Volume
18
Issue
1
Pages
62 - 78
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Notes
History