KERRY LEE (HONG KONG)
Using working memory intervention to improve math performance: illconceived, poorly executed, or just not quite there yet?
Working memory training has been around for several decades now. The initial success of computerized, adaptive training with clinical samples saw its use widened to children with poor math
performance. Although some studies documented success, evidence of facilitation is patchy, with many studies showing improvement on closely related working memory or executive functioning tasks but no generalization to math or other academic tasks that place heavy demands on working
memory. In this talk, I will briefly review key studies that examined this issue, including some of my efforts in this area. An area of focus is to evaluate whether the lack of stronger or more consistent findings of facilitation is due to (a) the use of working memory training to enhance math performance being ill-conceived in the first place, (b) methodological shortcomings, or (c) an efficacious protocol not having been found.
-Kerry Lee, PhD, Professor, Head of the Department of Early Childhood Education and Director of the Centre for Educational and Developmental Sciences, University of Hong Kong