Is working memory training effective?

Theoretical review of the working-memory training literature

All ages

The methodological indictment that reframed the field, published before the decisive trials. Identifies four recurring flaws: defining a construct by a single task, inconsistent use of valid WM tasks, no-contact control groups, and subjective measurement of change.

Argues that the field had not yet demonstrated that working-memory CAPACITY increases at all, as opposed to task-specific skill; that transfer must be shown across a wide variety of tasks to rule out task-specific learning; and that the headline results such as increased intelligence cannot be attributed to changes in working memory. Sets the agenda that Redick 2013 and the later meta-analyses executed.

Not applicable; methodological critique.