A Comparison of Computer-based Working Memory Training Effects on Gifted Elementary School Students According to Coaching Methods

The purpose of this study was to investigate the effectiveness of individual coaching, a traditional coaching method of CWMT (Cogmed Working Memory Training, hereinafter Cogmed training), a computer-based working memory training, and group coaching, which is a new method attempted through this study. A study was conducted on 10 applicants among gifted students with an IQ of 120 or higher based on the results of an intelligence test among 84 fifth graders at an elementary school in Seoul. The Korean version of Cogmed training was used, and the training was conducted on a desktop computer at each home for a total of 25 sessions, 5 times a week. The training subjects were divided into two groups, one group was coached using individual coaching method and the other group was coached using group coaching method. Working memory tests were conducted before and after participation in the training, and the effectiveness of the training was explored through pre- and post-training changes and interviews with students and parents. Through this, the following conclusions were obtained. First, when using Cogmed training to improve the working memory of gifted children, it was shown that both the traditional individual coaching method of Cogmed training and the newly attempted group coaching method can be effective. Second, it was shown that the group coaching method can be more effective than the individual coaching method in helping students participate happily and complete training faithfully. we were able to discover the advantages of the group coaching method, such as being able to gain achievement experience through group achievement, receive meaningful encouragement and support through peer group friends, and gain additional training motivation through group rewards in addition to individual rewards.