Individual differences in the transfer of working memory training in school-age children

Abstract

Working memory (WM) training in children leads to short- and long-term improvements in WM functioning. However, not all participants benefit the same from the intervention. Recently, it has been proposed to consider the contribution of various factors to identify if these moderate the effects obtained, which would favor a better understanding of the plasticity and functioning of the trained process, as well as identify specific populations in which the efficacy of the training is maximized. It has been suggested that baseline performance, motivational factors, and socioeconomic status, among others, would moderate transfer effects, but the evidence in this regard is still insufficient. Therefore, it was analyzed whether differences in cognitive ability, motivational factors, and socioeconomic status contributed to explaining individual differences in transfer gains, beyond baseline WM level. The study included 44 children aged 9-10 who participated in a computerized adaptive WM training program. Results of the hierarchical regression analysis showed that baseline WM significantly explained short- and long-term transfer gains, but fluid intelligence, intelligence mindset, intrinsic motivation, and socioeconomic status did not make a significant additional contribution. This suggests that children with a lower WM performance could benefit more from training, beyond their level in other factors such as those studied.