Adaptive working-memory training benefits reading, but not mathematics in middle childhood

Child Neuropsychology

Volumn 21, Issue 3, 2015, Pages 285-301

  Karbach, Julia ^a   Strobach, Tilo ^b   Schubert, Torsten ^b  

^a SAARLAND UNIVERSITY   (Germany)

^b HUMBOLDT UNIVERSITY   (Germany)

Author keywords

Academic achievement; Childhood; Cognitive plasticity; Working memory training

Indexed keywords

ACADEMIC ACHIEVEMENT; ARTICLE; CHILD; COGNITION; CONTROLLED STUDY; EXECUTIVE FUNCTION; FEMALE; FOLLOW UP; HUMAN; MALE; MATHEMATICS; PRIMARY SCHOOL; READING; TRAINING; WORKING MEMORY; ACHIEVEMENT; GERMANY; LEARNING; NEUROPSYCHOLOGICAL TEST; PHYSIOLOGY; PRESCHOOL CHILD; RANDOMIZED CONTROLLED TRIAL; SHORT TERM MEMORY; STATISTICS AND NUMERICAL DATA;

ACHIEVEMENT; CHILD; CHILD, PRESCHOOL; FEMALE; FOLLOW-UP STUDIES; GERMANY; HUMANS; LEARNING; MALE; MATHEMATICS; MEMORY, SHORT-TERM; NEUROPSYCHOLOGICAL TESTS; READING; TRANSFER (PSYCHOLOGY);

EID: 84928772240     PISSN: 09297049     EISSN: 17444136     Source Type: Journal    
DOI: 10.1080/09297049.2014.899336     Document Type: Article

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