[article]
| Titre : |
A cluster-randomised, controlled trial of the impact of Cogmed Working Memory Training on both academic performance and regulation of social, emotional and behavioural challenges |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Caitlin HITCHCOCK, Auteur ; Martin S. WESTWELL, Auteur |
| Année de publication : |
2017 |
| Article en page(s) : |
p.140-150 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Working memory training learning emotion regulation behaviour regulation |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background We explored whether school-based Cogmed Working Memory Training (CWMT) may optimise both academic and psychological outcomes at school. Training of executive control skills may form a novel approach to enhancing processes that predict academic achievement, such as task-related attention, and thereby academic performance, but also has the potential to improve the regulation of emotion, social problems and behavioural difficulties. Methods Primary school children (Mean age = 12 years, N = 148) were cluster-randomised to complete active CWMT, a nonadaptive/placebo version of CWMT, or no training. Results No evidence was found for training effects on task-related attention when performing academic tasks, or performance on reading comprehension and mathematics tasks, or teacher-reported social, emotional and behavioural difficulties. Conclusions CWMT did not improve control of attention in the classroom, or regulation of social, emotional and behavioural difficulties. |
| En ligne : |
http://dx.doi.org/10.1111/jcpp.12638 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 |
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.140-150
[article] A cluster-randomised, controlled trial of the impact of Cogmed Working Memory Training on both academic performance and regulation of social, emotional and behavioural challenges [Texte imprimé et/ou numérique] / Caitlin HITCHCOCK, Auteur ; Martin S. WESTWELL, Auteur . - 2017 . - p.140-150. Langues : Anglais ( eng) in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.140-150
| Mots-clés : |
Working memory training learning emotion regulation behaviour regulation |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background We explored whether school-based Cogmed Working Memory Training (CWMT) may optimise both academic and psychological outcomes at school. Training of executive control skills may form a novel approach to enhancing processes that predict academic achievement, such as task-related attention, and thereby academic performance, but also has the potential to improve the regulation of emotion, social problems and behavioural difficulties. Methods Primary school children (Mean age = 12 years, N = 148) were cluster-randomised to complete active CWMT, a nonadaptive/placebo version of CWMT, or no training. Results No evidence was found for training effects on task-related attention when performing academic tasks, or performance on reading comprehension and mathematics tasks, or teacher-reported social, emotional and behavioural difficulties. Conclusions CWMT did not improve control of attention in the classroom, or regulation of social, emotional and behavioural difficulties. |
| En ligne : |
http://dx.doi.org/10.1111/jcpp.12638 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 |
|
A cluster-randomised, controlled trial of the impact of Cogmed Working Memory Training on both academic performance and regulation of social, emotional and behavioural challenges in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
