dw.com
Working Memory Training Shows Promise, but Requires Further Research
A German study of 572 children aged 6-7 found that a 12-hour working memory training program increased their chances of entering an academic secondary school track by 16% three years later, although concerns remain about the generalizability of these results and the potential displacement of core curriculum learning.
- How do the results of the German study compare to broader research on the efficacy of working memory training programs in school settings?
- The study's findings connect improved working memory capacity with enhanced academic performance and broader cognitive skills like IQ and self-control. However, concerns remain about the generalizability of these results and potential displacement of essential curriculum time.
- What are the immediate and long-term effects of a 12-hour working memory training program on children's academic outcomes, based on the German study?
- A recent German study involving 572 schoolchildren aged 6-7 showed that a 12-hour working memory training program led to a 16% higher chance of entering an academic secondary school track after three years. This suggests potential benefits of such programs, but further research is needed.
- What are the potential risks and limitations associated with widespread implementation of working memory training programs in schools, considering the displacement of other educational activities and the inconclusive nature of existing research?
- Future research should focus on large-scale, diverse efficacy trials to determine if the observed benefits are consistent across different settings and student populations. The potential trade-off between working memory training and core curriculum learning, especially for disadvantaged students, requires careful investigation.
Cognitive Concepts
Framing Bias
The framing is largely neutral, presenting various perspectives on brain training programs. While the article highlights the potential benefits, it also emphasizes the limitations and inconclusive nature of the research. The headline is descriptive rather than sensational.
Language Bias
The language used is generally neutral and objective. The article uses precise terminology and avoids emotionally charged language or value judgments. However, phrases like "brain training" may have implicit connotations of enhancing intelligence, which is only partially supported by the research findings.
Bias by Omission
The article presents a balanced view of the research on brain training programs, acknowledging both positive findings and concerns from experts like Thomas Perry. However, it could benefit from including diverse perspectives beyond those quoted, such as the views of educators implementing these programs or parents whose children have participated.
Sustainable Development Goals
The article discusses the impact of educational disruption on children's learning and explores the potential of brain training programs to improve cognitive skills, particularly working memory. While research is inconclusive, positive results from some studies suggest a potential for improving learning outcomes and academic attainment. The connection to SDG 4 (Quality Education) is direct, as the interventions target improving learning abilities and academic success, which are core components of quality education.