Outcomes of Varied Activities in Working Memory Training for Children: A Randomized Controlled Trial
Date
2026
Authors
Hrysanidis, C.
Anderson, P.J.
Lau, R.C.
Gathercole, S.
Wiley, J.F.
Spencer-Smith, M.
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Journal article
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Developmental Science, 2026; 29(2):e70130-1-e70130-20
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Caitlin Hrysanidis, Peter J. Anderson, Regine Cassandra Lau, Susan Gathercole, Joshua F. Wiley, Megan Spencer-Smith
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Abstract
Although cognitive training with varied activities is commonly assumed to maximize training benefits, this has not been systematically tested in children. This randomized controlled trial evaluated outcomes following working memory training with either two, four, or six varied activities compared to an active control in 197 Australian primary school children in Grades 2–5 (7–11 years). The interventions were embedded in Minecraft Education Edition and delivered in class daily over 2 weeks, with the maximum total training dose ranging from 175 to 225 min. The working memory training included backward span and following instructions activities that varied by stimulus type. The active control involved creative worldbuilding. Measures of working memory (near and intermediate transfer), reasoning and inattention (far transfer) were completed at baseline, immediately, and 3-months post-intervention. None of the working memory training conditions (two, four, and six varied activities) performed better than the active control on the outcome measures either immediately or 3 months after the intervention. Findings fail to provide any evidence that varied cognitive training activities maximize cognitive training benefits in children.
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© 2026 John Wiley & Sons