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 / Caitlin HITCHCOCK in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.140-150 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 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 [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] / 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

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