Limited near and far transfer effects of Jungle Memory working memory training on learning mathematics in children with attentional and mathematical difficulties
The goal of this randomized controlled trial was to investigate whether Jungle Memory working memory training (JM) affects performance on working memory tasks, performance in mathematics and gains made on a mathematics training (MT) in school aged children between 9-12 years old (N = 64) with both d...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2016-09-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2016.01384/full |
| _version_ | 1819142783660720128 |
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| author | Michel Nelwan Evelyn H. Kroesbergen |
| author_facet | Michel Nelwan Evelyn H. Kroesbergen |
| author_sort | Michel Nelwan |
| collection | DOAJ |
| description | The goal of this randomized controlled trial was to investigate whether Jungle Memory working memory training (JM) affects performance on working memory tasks, performance in mathematics and gains made on a mathematics training (MT) in school aged children between 9-12 years old (N = 64) with both difficulties in mathematics, as well as in attention and working memory. Children were randomly assigned to three groups and were trained in two periods: (1) JM first, followed by MT, (2) MT first, followed by JM, and (3) a control group that received MT only. Bayesian analyses showed possible short term effects of JM on near transfer measures of verbal working memory, but none on visual working memory. Furthermore, support was found for the hypothesis that children that received JM first, performed better after MT than children who did not follow JM first or did not train with JM at all. However, these effects could be explained at least partly by frequency of training effects, possibly due to motivational issues, and training-specific factors. Furthermore, it remains unclear whether the effects found on math improvement were actually mediated by gains in working memory. It is argued that JM might not train the components of working memory involved in mathematics sufficiently. Another possible explanation can be found in the training’s lack of adaptivity, therefore failing to provide the children with tailored instruction and feedback. Finally, it was hypothesized that, since effect sizes are generally small, training effects are bound to a critical period in development. |
| first_indexed | 2024-12-22T12:15:50Z |
| format | Article |
| id | doaj.art-cf7e217a98a346ddb65002ab5441f2b4 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-22T12:15:50Z |
| publishDate | 2016-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-cf7e217a98a346ddb65002ab5441f2b42022-12-21T18:26:09ZengFrontiers Media S.A.Frontiers in Psychology1664-10782016-09-01710.3389/fpsyg.2016.01384212977Limited near and far transfer effects of Jungle Memory working memory training on learning mathematics in children with attentional and mathematical difficultiesMichel Nelwan0Evelyn H. Kroesbergen1Lucertis Kinder- en JeugdpsychiatrieUtrecht UniversityThe goal of this randomized controlled trial was to investigate whether Jungle Memory working memory training (JM) affects performance on working memory tasks, performance in mathematics and gains made on a mathematics training (MT) in school aged children between 9-12 years old (N = 64) with both difficulties in mathematics, as well as in attention and working memory. Children were randomly assigned to three groups and were trained in two periods: (1) JM first, followed by MT, (2) MT first, followed by JM, and (3) a control group that received MT only. Bayesian analyses showed possible short term effects of JM on near transfer measures of verbal working memory, but none on visual working memory. Furthermore, support was found for the hypothesis that children that received JM first, performed better after MT than children who did not follow JM first or did not train with JM at all. However, these effects could be explained at least partly by frequency of training effects, possibly due to motivational issues, and training-specific factors. Furthermore, it remains unclear whether the effects found on math improvement were actually mediated by gains in working memory. It is argued that JM might not train the components of working memory involved in mathematics sufficiently. Another possible explanation can be found in the training’s lack of adaptivity, therefore failing to provide the children with tailored instruction and feedback. Finally, it was hypothesized that, since effect sizes are generally small, training effects are bound to a critical period in development.http://journal.frontiersin.org/Journal/10.3389/fpsyg.2016.01384/fullDyscalculiaMathematicstrainingworking memoryADHDattention deficits |
| spellingShingle | Michel Nelwan Evelyn H. Kroesbergen Limited near and far transfer effects of Jungle Memory working memory training on learning mathematics in children with attentional and mathematical difficulties Frontiers in Psychology Dyscalculia Mathematics training working memory ADHD attention deficits |
| title | Limited near and far transfer effects of Jungle Memory working memory training on learning mathematics in children with attentional and mathematical difficulties |
| title_full | Limited near and far transfer effects of Jungle Memory working memory training on learning mathematics in children with attentional and mathematical difficulties |
| title_fullStr | Limited near and far transfer effects of Jungle Memory working memory training on learning mathematics in children with attentional and mathematical difficulties |
| title_full_unstemmed | Limited near and far transfer effects of Jungle Memory working memory training on learning mathematics in children with attentional and mathematical difficulties |
| title_short | Limited near and far transfer effects of Jungle Memory working memory training on learning mathematics in children with attentional and mathematical difficulties |
| title_sort | limited near and far transfer effects of jungle memory working memory training on learning mathematics in children with attentional and mathematical difficulties |
| topic | Dyscalculia Mathematics training working memory ADHD attention deficits |
| url | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2016.01384/full |
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