Chelsea Parlett Poster

Conclusion •  Ineducationsystemswhere timeand resourcesareprecious, it couldbe incrediblybeneficial tobeable topredicthowmuch

differentmeasureswillimprovebasedonworkingmemoryskillssothatinterventionscouldbetargetedtomorespecificgroups.•  CurrentlythedatasuggestthatWorkingMemoryimprovementonthetrainingtasksmightbepredictiveofimprovementonDot

CountingAccuracy(WM),ReadingFluency,andAuditoryWordAttack.

Working Memory Training: Predicting Transfer ChelseaM.Parlett1,MashaR.Jones1,MariaJesusMaraver2,MariaTeresaBajo2,CarlosJ.Gomez-Ariza3,JackyAu14,MartinBuschkuehl4,SusanneM.Jaeggi1

1UniversityofCalifornia–Irvine,2UniversityofGranada,3UniversityofJaen,4MINDResearchInstitute

References

Methods Abstract Literacyisimportant,andchildrenwithlowreadingskillsoftensufferinmoresubjectsthanjustEnglish.Especiallyintheinformationrichcultureofthe21stcentury,theabilitytoreadandcomprehendlargeamountsofdataiscriticalforsuccessChildrenwithdyslexiaaccountfor approximately 17% of American youth. Reading comprehension involves considerableworking memory (WM), andWM deficits are among the major underlying factors drivingreading difficulties in dyslexia.Our ongoing study is a pre/posttest randomized controlledtrial with 4th and 5th grade dyslexic andND students, randomly assigned to theWMT orcontrolcondition.ChildrentrainonthreecomputerizedWMTgamesoroncontrolgamesfor10sessions lasting15minuteseachand takepre-andposttestsofWMand readingability.Preliminary results suggest that training works better for high skill readers than low skillreaders.Ourhopeisthatthiswouldbecomesomethingthatiseasilyaccessibleonlinetokidseverywhere.Thiscouldalsoallowustogatherlargeramountsofdatainordertolookatmorerelationshipsbetweenreadingandworkingmemory.

•  Klingberg,T.(2010).Trainingandplasticityofworkingmemory.TrendsCognSci.14(7):317-24.(2)JaeggiS.M.,BuschkuehlM.,ShahP.,JonidesJ.(2014).Theroleofindividualdifferencesincognitivetrainingandtransfer.Mem.Cogn.42464–480.

•  Authors’note:MBandJAareemployedatMINDResearchIns8tute,whoseinterestisrelatedtothiswork.SMJhasanindirectfinancialinterestinMINDResearchIns8tute.

§  TraininggainswerecalculatedfortheWorkingMemoryTraining(WMT)groupbysubtractingtheaverageofthefirsttworoundsfromtheaverageofthelasttworounds(allgameswereaveragedtogether).§  Alinearregressionwasthenfitwith6ofourrelevantoutcomemeasures.§  FuturemodelscouldalsotakeintoaccountstartinglevelsincetherecouldbeaceilingonWorkingMemoryimprovement.§  Trainingimprovementmayhavedifferentpredictivepowerfordifferenttypesofmeasures.Forexample,SpellingabilityisnotexpectedtoimprovewithWMT,andinfactthereisverylittlepredictivepowerofWMTgainson

Spellingimprovement.§  ItisalsoofinterestthatDotCountingandUpdatingareneartransfermeasureswhereasreadingfluency(RF)andReadingEfficiency(RE)arefartransfermeasures.WhatkindofmeasuresaremorepredictedbyWMT

improvement?§  Furtheranalysiscouldalsohelpusseewhetherotherfactorssuchasgender,age,orSEScouldimprovethepredictivepowerofWMTimprovementondifferentmeasures.

§  34students(4thand5thgrade)trainedfor15minuteseverydayonthreedifferentworkingmemorytasks(right)for10dayseach

§  BeforeandaLertraining,subjectstookabaOeryofworkingmemoryandreadingteststomeasureimprovement.

§  DataCollec8onisongoing.§  Transferofworkingmemorytrainingtoreadingabilitywillbeassessedupon

comple8onofdatacollec8on.

SubjectTrainingImprovement

Transfertonon-trainedtasks(nearandfar)

Predictionmodels

Contact cparlett@uci.edu||m.jones@uci.edu||mjmaraver@ugr.es

DotCoun8ngP=0.0075

DotCoun8ngisaSpanTaskthatismeasuredbyhavingsubjectscountandremembersetsofdots.

r2=.23

ReadingFluency

P=0.0214

ReadingFluencymeasuresReadingComprehensionandspeed.

r2=0.21

AuditoryWordAOackP=0.077

AuditoryWordAOackisadaptedfromasub-measureoftheWoodcockJohnsontestthatmeasuresnon-worddecoding.

r2=.10

Upda8ngP=0.2872

For the upda8ng task, subjectsrememberthe3largestnumbersin an audio list. This requiresthem to con8nually updatewhichnumbersarethelargest.

r2=0.05

Spelling

P=0.5062

Our spelling task measuredsubjects ’ abi l i ty to spel lprogressivelyharderwords.Itisnot expected to improve as aresult of Working Memorytraining.

r2=0.02

ReadingEfficiencyP=0.7763

Reading Efficiency is measuredoncomplexsentences(Hits/HitsRT)

r2=0.003FarT

rans

fer

Nea

rTrans

fer

ControlTrans

fer