The Impact of Working-Memory Training on Children’s Cognitive and Noncognitive Skills
通过随机教育干预，研究嵌入学校教学的工作记忆训练对6-7岁儿童的影响，发现训练提升了工作记忆容量，并带来几何、流体智力和抑制控制的正面溢出效应，三年后受训儿童进入重点中学的比例提高16个百分点。
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.