Abstract

Working memory considered as a core of human cognition and it plays a vital role in academic performance, so working memory impairment is one of the main causes of learning disabilities. Studies indicated that working memory can be enhanced through training, and the training effects can be transferred to other cognitive functions. In the current study, a total of (45) 7th-grade students were divided into three groups: the mathematics learning disabilities (MLD) group (n=14), the reading learning disabilities (RLD) group (n=13), and the normal group (n=18). All the groups completed an adaptive computerized updating training in (5) weeks with a total of (20) sessions, and each session lasted for (20) minutes. Before and after training all of the groups were required to complete an automated version of complex span tasks (operation span task + symmetry span task). Results indicated that normal children performed significantly in the majority of complex span tasks than learned disabled children (LDs), results also indicated that updating training improved working memory efficiency for the MLD group markedly higher than the RLD group, and the normal group was the lowest group that benefited from the training. This study provides experimental evidence that working memory updating training could attenuate impairments of working memory for LDs to some extent, and causes near-transfer effects.

Keywords: Complex span tasks; learning disabilities; updating training; working memory