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

• 成果类型: Article
• 署名作者: Berger, Eva M.; Fehr, Ernst; Hermes, Henning; Schunk, Daniel; Winkel, Kirsten
• 署名单位: University of Zurich; Leibniz Association; Ifo Institut; IZA Institute Labor Economics; Johannes Gutenberg University of Mainz; University of Koblenz & Landau
• 刊物名称: JOURNAL OF POLITICAL ECONOMY
• ISSN/ISSBN: 0022-3808
• DOI: 10.1086/732884
• 发表日期: 2025
• 页码: 492-521
• 关键词: self-regulation; Fluid intelligence; capacity; outcomes; HEALTH; CIRCUMSTANCES; metaanalysis; achievement; TECHNOLOGY; mechanisms

摘要

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.