Working memory (WM), which includes short-term memory and cognitive
control, has been found to be closely related to a wide range of
high-level cognitive abilities and academic achievement. Prior
studies showed children with attention-deficit/hyperactivity
disorder improved their WM and fluid intelligence through
computerized cognitive training (CCT) in a clinical setting. This
research examined whether regular middle-school students would
significantly improve their WM through CCT on WM; and if so,
whether increase in WM would lead to improved fluid intelligence
and science achievement. Two randomized pretest-posttest
control-group experimental studies were conducted to answer these
questions. Results showed CCT effectively improved regular
students' WM in a school setting, with more increase in short-term
memory than in cognitive control. No significant improvement was
observed in fluid intelligence and science achievement immediately
following training. Given the increasingly complex learning
environment in schools, using CCT to improve students' cognition
and academic learning has important implications for both
practitioners and researchers in education.
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