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

Eva Berger, Ernst Fehr, Henning Hermes, Daniel Schunk () and Kirsten Winkel ()
Additional contact information
Daniel Schunk: Johannes Gutenberg University
Kirsten Winkel: University of Koblenz

No 2402, Working Papers from Gutenberg School of Management and Economics, Johannes Gutenberg-Universität Mainz

Abstract: Working memory (WM) capacity is a key component of a wide range of cognitive and noncognitive skills, such as fluid IQ, math, reading, or inhibitory control – but can WM training improve these skills? Here, we examine the causal impact of WM training embedded in regular school teaching based on a randomized educational intervention with 6–7y 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.

Pages: 76 pages
Date: 2024-05-01
New Economics Papers: this item is included in nep-edu, nep-neu and nep-ure
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Citations: View citations in EconPapers (1)

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https://download.uni-mainz.de/RePEc/pdf/Discussion_Paper_2402.pdf Second version, 2024 (application/pdf)

Related works:
Journal Article: The Impact of Working-Memory Training on Children’s Cognitive and Noncognitive Skills (2025)
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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Persistent link: https://EconPapers.repec.org/RePEc:jgu:wpaper:2402

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