The Impact of Working-Memory Training on Children’s Cognitive and Noncognitive Skills

Eva M. Berger, Ernst Fehr, Henning Hermes, Daniel Schunk and Kirsten Winkel

Journal of Political Economy, 2025, vol. 133, issue 2, 492 - 521

Abstract: Working-memory (WM) capacity is a key component of a wide range of cognitive and noncognitive skills—such as fluid IQ, math, reading, and inhibitory control—but can WM training improve these skills? Here, we examine the causal impact of WM training embedded in regular school teaching, using a randomized educational intervention with 6–7-year-old children. We find substantial gains in WM capacity and document positive spillover effects on geometry, fluid IQ, and inhibitory control. Three years later, treated children are 16 percentage points more likely to enter an advanced secondary school track.

Date: 2025
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Related works:
Working Paper: The Impact of Working Memory Training on Children’s Cognitive and Noncognitive Skills (2024)
Working Paper: The Impact of Working Memory Training on Children's Cognitive and Noncognitive Skills (2024)
Working Paper: The impact of working memory training on children’s cognitive and noncognitive skills (2024)
Working Paper: The Impact of Working Memory Training on Children’s Cognitive and Noncognitive Skills (2020)
Working Paper: The Impact of Working Memory Training on Children's Cognitive and Noncognitive Skills (2020)
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