[Source:  Science Daily]
A target article in the Journal of Applied Research in Memory and Cognition concludes that evidence does not support the claims of Cogmed Working Memory Training. Additional experts weigh in with commentary papers in response.
Helping children achieve their full potential in school is of great concern to everyone, and a number of commercial products have been developed to try and achieve this goal. The Cogmed Working Memory Training program is such an example and is marketed to schools and parents of children with attention problems caused by poor working memory. But, does the program actually work? The target article in the September issue of Journal of Applied Research in Memory and Cognition (JARMAC) calls into question Cogmed’s claims of improving working memory and addressing underachievement due to working memory constraints.
The target article authors Zach Shipstead, Kenny L. Hicks, Randall W. Engle, all from the Georgia Institute of Technology, review the research that is used to back up the claims of Cogmed. They argue that many of the problem-solving or training tasks are not related to working memory, many of the attention tasks are unrelated to problems such as ADHD, and that there is limited transfer to real-life manifestations of inattentive behavior. They
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