The domain-specific approach of working memory training
Peng Peng, H. Lee Swanson
Converging evidence suggests that traditional domain-general working memory (WM) training does not have reliable far-transfer effects, but produces reliable, modest near-transfer effects on structurally similar untrained tasks. Given the critical role of WM in academic development, WM training that incorporates task-specific features may maximize training effects on academic outcomes. In this theory paper, we discuss the training to emphasize the domain-specific function of WM highlighted by recent WM models. That is, WM should be better attuned to the materials being learned through enhancing strategies of linking together WM with the long-term memory knowledge, rather than only the enhancement of a "domain-general" attentional control overall. We provided two example training routes that emphasize explicit instruction and practice on WM-academic tasks (i.e., academic tasks that can be performed using a WM training paradigm) and task-linking strategies (i.e., strategies that can be used in both academic tasks and WM tasks to improve performance efficiency). We also review recent relevant intervention studies that are in line with this approach and report promising effects on academic outcomes. Implications for future studies are also discussed.
Developmental Review
https://doi.org/10.1016/j.dr.2022.101035
Domain-specific
10.1016/j.dr.2022.101035
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Short-Term Memory Medicine & Life Sciences 100%
Psychology Transfer Medicine & Life Sciences 24%
Efficiency Medicine & Life Sciences 11%
Psychological Practice Medicine & Life Sciences 10%
efficiency Social Sciences 6%
paradigm Social Sciences 6%
Peng, P., & Lee Swanson, H. (2022). The domain-specific approach of working memory training. Developmental Review, 65, [101035]. https://doi.org/10.1016/j.dr.2022.101035
The domain-specific approach of working memory training. / Peng, Peng; Lee Swanson, H.
In: Developmental Review, Vol. 65, 101035, 09.2022.
Peng, P & Lee Swanson, H 2022, 'The domain-specific approach of working memory training', Developmental Review, vol. 65, 101035. https://doi.org/10.1016/j.dr.2022.101035
Peng P, Lee Swanson H. The domain-specific approach of working memory training. Developmental Review. 2022 Sep;65:101035. doi: 10.1016/j.dr.2022.101035
Peng, Peng ; Lee Swanson, H. / The domain-specific approach of working memory training. In: Developmental Review. 2022 ; Vol. 65.
@article{c7052512112846929cd7cea86f232af7,
title = "The domain-specific approach of working memory training",
abstract = "Converging evidence suggests that traditional domain-general working memory (WM) training does not have reliable far-transfer effects, but produces reliable, modest near-transfer effects on structurally similar untrained tasks. Given the critical role of WM in academic development, WM training that incorporates task-specific features may maximize training effects on academic outcomes. In this theory paper, we discuss the training to emphasize the domain-specific function of WM highlighted by recent WM models. That is, WM should be better attuned to the materials being learned through enhancing strategies of linking together WM with the long-term memory knowledge, rather than only the enhancement of a "domain-general" attentional control overall. We provided two example training routes that emphasize explicit instruction and practice on WM-academic tasks (i.e., academic tasks that can be performed using a WM training paradigm) and task-linking strategies (i.e., strategies that can be used in both academic tasks and WM tasks to improve performance efficiency). We also review recent relevant intervention studies that are in line with this approach and report promising effects on academic outcomes. Implications for future studies are also discussed.",
keywords = "Domain-specific, Strategy, Transfer, Working Memory",
author = "Peng Peng and {Lee Swanson}, H.",
note = "Funding Information: This research was supported by R324A200165 from the Institute of Education Sciences; We would like to thank Dr. Michael J. Kane, Dr. Robert Logie, Dr. David C. Geary, and anonymous reviewers for their cosntructive feedback on the previous versions. Publisher Copyright: {\textcopyright} 2022 Elsevier Inc.",
doi = "10.1016/j.dr.2022.101035",
journal = "Developmental Review",
T1 - The domain-specific approach of working memory training
AU - Peng, Peng
AU - Lee Swanson, H.
N1 - Funding Information: This research was supported by R324A200165 from the Institute of Education Sciences; We would like to thank Dr. Michael J. Kane, Dr. Robert Logie, Dr. David C. Geary, and anonymous reviewers for their cosntructive feedback on the previous versions. Publisher Copyright: © 2022 Elsevier Inc.
N2 - Converging evidence suggests that traditional domain-general working memory (WM) training does not have reliable far-transfer effects, but produces reliable, modest near-transfer effects on structurally similar untrained tasks. Given the critical role of WM in academic development, WM training that incorporates task-specific features may maximize training effects on academic outcomes. In this theory paper, we discuss the training to emphasize the domain-specific function of WM highlighted by recent WM models. That is, WM should be better attuned to the materials being learned through enhancing strategies of linking together WM with the long-term memory knowledge, rather than only the enhancement of a "domain-general" attentional control overall. We provided two example training routes that emphasize explicit instruction and practice on WM-academic tasks (i.e., academic tasks that can be performed using a WM training paradigm) and task-linking strategies (i.e., strategies that can be used in both academic tasks and WM tasks to improve performance efficiency). We also review recent relevant intervention studies that are in line with this approach and report promising effects on academic outcomes. Implications for future studies are also discussed.
AB - Converging evidence suggests that traditional domain-general working memory (WM) training does not have reliable far-transfer effects, but produces reliable, modest near-transfer effects on structurally similar untrained tasks. Given the critical role of WM in academic development, WM training that incorporates task-specific features may maximize training effects on academic outcomes. In this theory paper, we discuss the training to emphasize the domain-specific function of WM highlighted by recent WM models. That is, WM should be better attuned to the materials being learned through enhancing strategies of linking together WM with the long-term memory knowledge, rather than only the enhancement of a "domain-general" attentional control overall. We provided two example training routes that emphasize explicit instruction and practice on WM-academic tasks (i.e., academic tasks that can be performed using a WM training paradigm) and task-linking strategies (i.e., strategies that can be used in both academic tasks and WM tasks to improve performance efficiency). We also review recent relevant intervention studies that are in line with this approach and report promising effects on academic outcomes. Implications for future studies are also discussed.
KW - Domain-specific
KW - Strategy
KW - Transfer
KW - Working Memory
U2 - 10.1016/j.dr.2022.101035
DO - 10.1016/j.dr.2022.101035
JO - Developmental Review
JF - Developmental Review