Educational Application of Cognitive Training

Abstract

There are studies indicating that executive functions (EF) such as working memory (WM), inhibition, and flexibility are related to academic abilities and that deficits in reading and mathematical abilities are associated with WM deficits. Hence, it can be assumed that academic abilities may be enhanced by means of EF training. In this chapter, we review the effects of cognitive training on academic abilities in children. We first focus on transfer of WM training and training programs targeting other EF on academic abilities in children with learning difficulties or attention deficits and typically developing children. Despite many promising results, existing findings are heterogeneous. We hypothesize that these inconsistencies are caused by several factors, which vary between studies such as the trained WM domain and the tasks applied to measure transfer effects. We also discuss two more factors assumed to modify training and transfer effects: presentation format and personality factors. Recent research indicates that game-based training tasks might be more effective than standard training tasks and that the personality factors neuroticism and effortful control might modulate transfer gains. As compared to domain-specific reading or mathematical training programs, domain-general WM training seems to evoke either equal or even greater improvement in academic abilities. However, a combination of WM training and domain-specific academic training might be more effective as separate training programs targeting WM or academic abilities. Further research is necessary to determine how EF training has to be designed to elicit transfer to reading and mathematical abilities in children with different needs.