Abstract

This meta-analysis assessed the efficacy of the Cogmed Working Memory Training program in improving near-transfer measures (verbal and visuospatial working memory) and far-transfer measures (attention, executive function, and academic achievement) in school-age children with and without neurological insults or disorders. Relevant studies were searched in databases and clinical trial registries using the keyword Cogmed. Ten published studies and unpublished data from one study met the inclusion criteria. Hedges g was calculated for each outcome measure obtained at pre-intervention, post-intervention, and 3–6 month time points. Analysis compared outcome measures in the control versus experimental groups and examined the role of moderators on treatment effects (control group intervention, intervention environment). Data revealed significant medium-size effects of the Cogmed program in improving verbal and visuospatial working memory post-intervention and for verbal working memory only at the 3–6 month time point. However, the training did not generalize to the far-transfer measures. Analyses indicated that only the type of intervention provided for the control group moderated treatment effects on verbal and visual working memory. Meta-analytic findings suggest that the Cogmed program leads to short-term improvements and in some cases, long-term improvements in working memory in school-age children; however, these effects may not generalize to far-transfer measures.

摘要

这项荟萃分析评估了 Cogmed 工作记忆训练计划在改善有和没有的学龄儿童的近迁移测量（语言和视觉空间工作记忆）和远迁移测量（注意力、执行功能和学业成就）方面的功效神经损伤或障碍。使用关键字 Cogmed 在数据库和临床试验登记处搜索相关研究。十项已发表的研究和一项研究的未发表数据符合纳入标准。对冲g对在干预前、干预后和 3-6 个月时间点获得的每个结果测量值进行计算。分析比较了对照组和实验组的结果测量，并检查了调节剂对治疗效果的作用（对照组干预、干预环境）。数据显示 Cogmed 计划在改善干预后的言语和视觉空间工作记忆以及仅在 3-6 个月时间点的言语工作记忆方面具有显着的中等规模效应。然而，培训并没有推广到远迁移措施。分析表明，只有为对照组提供的干预类型才能调节对语言和视觉工作记忆的治疗效果。荟萃分析结果表明，Cogmed 计划导致短期改进，在某些情况下，学龄儿童工作记忆的长期改善；然而，这些影响可能不会推广到远距离转移措施。