Working memory predicts several important outcomes and abilities:
Academic Achievement
Research suggests that working memory capacity is strongly associated with academic performance, particularly in subjects such as mathematics, reading comprehension, and problem-solving tasks.
Learning Potential
Individuals with higher working memory capacity tend to have a greater capacity for learning and retaining new information across various domains.
Language Processing
Working memory capacity is linked to language processing abilities, including vocabulary acquisition, sentence comprehension, and verbal fluency.​
Problem-Solving Skills
Working memory is crucial for complex problem-solving tasks that require holding and manipulating information in mind, especially in dynamic and changing environments.​
Reasoning and Logical Thinking
Working memory capacity is associated with higher-level cognitive abilities such as reasoning, logical thinking, and problem-solving strategies
Creativity
Some research suggests that working memory capacity may influence creative thinking by facilitating the generation and manipulation of novel ideas and solutions
Executive Functioning
Working memory is closely related to executive functions such as attentional control, cognitive flexibility, inhibitory control, and goal-directed behavior.
Decision Making
Working memory plays a role in decision-making processes by allowing individuals to weigh alternatives, anticipate outcomes, and consider multiple pieces of information simultaneously
​Performance in Daily Activities
Working memory is involved in various everyday tasks, including following instructions, multitasking, remembering directions, and organizing thoughts
Working memory is a fundamental cognitive ability that serves as a building block for many higher-level cognitive processes and behaviors. Its predictive power extends across a wide range of domains, highlighting its importance in human cognition and functioning.
Studies which confirm the effectiveness of working memory training:
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Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., Dahlström, K., ... & Westerberg, H. (2005). Computerized training of working memory in children with ADHD—a randomized, controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 44(2), 177-186. Link
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Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science, 12(4), F9-F15. Link
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Morrison, A. B., & Chein, J. M. (2011). Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychonomic Bulletin & Review, 18(1), 46-60. Link
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Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49(2), 270–291. Link
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Shipstead, Z., Redick, T. S., & Engle, R. W. (2012). Is working memory training effective?. Psychological Bulletin, 138(4), 628–654. Link
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Au, J., Sheehan, E., Tsai, N., Duncan, G. J., Buschkuehl, M., & Jaeggi, S. M. (2015). Improving fluid intelligence with training on working memory: a meta-analysis. Psychonomic Bulletin & Review, 22(2), 366–377. Link