Efficacy of Cogmed Working Memory Training Program in Improving Working Memory in School-Age Children With and Without Neurological Insults or Disorders: A Meta-Analysis
Applied Neuropsychology: Child
Bharadwaj, S. V., Yeatts, P., et al. (2022).
Applied Neuropsychology: Child, 11(4), 891-903.
This meta-analysis explores the effects of the Pearson Cogmed Working Memory Training program on working memory (verbal and visuospatial), attention, executive function, and academic achievement in school-aged children with and without neurologic diagnoses. Populations included, but were not limited to, children with attention deficit disorder, epilepsy, learning disability, traumatic brain injury and cognitive impairment otherwise unspecified, as well as children born pre-term and typically developing children.
No funding received
Unspecified
Randomized controlled trials
10 studies and data sets from 1 unpublished study
Findings demonstrated a positive effect of the computer-based Pearson Cogmed Working Memory Training (CWMT) program on verbal (g=0.83) and visuospatial working memory (g=0.82) when compared to no treatment in school-aged children with and without neurologic diagnoses. Upon 3 or 6-month follow-up, these gains were generally maintained for verbal working memory (g= 0.18) at 3 months and (g= 0.26) at 6 months, but not for visuospatial working memory. No positive effect of CWMT was found on executive functioning, attention, and overall academic performance immediately following treatment or at follow-up. Due to small sample size, reduced effect sizes, and heterogeneity between studies, further research is indicated.
