Event Title

Applying Computerized Cognitive Training to Improve Working Memory in Children within a School Setting

Presenter Information

Celeste Ramos

Presentation Type

Poster Presentation/Art Exihibt

College

College of Social and Behavioral Sciences

Major

Psychology

Location

SMSU Event Center BC

Faculty Mentor

Dr. Eugene Wong

Start Date

5-17-2018 9:30 AM

End Date

5-17-2018 11:00 AM

Abstract

Working memory is a short-term memory process responsible for storing and manipulating information in order to complete complex cognitive tasks. As such, working memory is important to reading, learning, and problem solving. Working memory has also been found to be predictive of mathematics and reading achievement. Additionally, students with low working memory capacity may exhibit behavioral concerns such as inattentiveness, poor attention span, and forgetfulness within the classroom. In general, students with low working memory capacity do not perform at the same level as their typically developing peers in school related tasks. Thus, an emerging body of literature has focused on the effectiveness of computerized cognitive training (CCT) programs in building working memory capacity and improving learning. CCT is an adaptive computer program that builds working memory capabilities by providing optimally challenging tasks based upon his/ her current performance. The present study focuses on the effectiveness of CCT for building working memory capacity in children within a primary school setting.

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May 17th, 9:30 AM May 17th, 11:00 AM

Applying Computerized Cognitive Training to Improve Working Memory in Children within a School Setting

SMSU Event Center BC

Working memory is a short-term memory process responsible for storing and manipulating information in order to complete complex cognitive tasks. As such, working memory is important to reading, learning, and problem solving. Working memory has also been found to be predictive of mathematics and reading achievement. Additionally, students with low working memory capacity may exhibit behavioral concerns such as inattentiveness, poor attention span, and forgetfulness within the classroom. In general, students with low working memory capacity do not perform at the same level as their typically developing peers in school related tasks. Thus, an emerging body of literature has focused on the effectiveness of computerized cognitive training (CCT) programs in building working memory capacity and improving learning. CCT is an adaptive computer program that builds working memory capabilities by providing optimally challenging tasks based upon his/ her current performance. The present study focuses on the effectiveness of CCT for building working memory capacity in children within a primary school setting.