Redick Thomas S, Shipstead Zach, Wiemers Elizabeth A, Melby-Lervåg Monica, Hulme Charles
Department of Psychological Sciences, Purdue University, 703 Third Street, West Lafayette, IN 47906.
Division of Social & Behavioral Sciences, Arizona State University.
Educ Psychol Rev. 2015 Dec 1;27(4):617-633. doi: 10.1007/s10648-015-9314-6. Epub 2015 Jun 2.
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.
工作记忆训练项目引发了极大的兴趣，有人宣称这些训练干预措施能对儿童的学业和智力成就产生深远的有益影响。我们描述了评估支持或反对工作记忆训练益处的证据的标准。尽管初步研究取得了令人鼓舞的结果，但目前对工作记忆训练效果的所有现有证据的综述却不那么乐观。我们的结论是，工作记忆训练在与训练项目非常相似的短期和工作记忆任务上产生的特定收益方面益处有限，但对学业及基于成绩的阅读和算术结果并无优势。
