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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 [email protected]||[email protected]||[email protected]
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
