The working memory modifiability: Effects of mediation on working memory and analogical thinking

A novel Modifiability of Working Memory (MODWM) model was investigated with young children. The MODWM incorporates synergistically mediated learning strategies, task characteristics, cognitive functions, and metacognitive factors. A sample of Grade 2 children was randomly assigned to an experimental (n = 65) and a control group (n = 65). The experimental group administered a 3 ½ Hours of intervention using the Sequences Subtest II from the Cognitive Modifiability Battery: Assessment and Intervention, while the control group participated in an alternative intervention. Before and after the intervention, children were administered the Understanding Directions (UND), the Children's Verbal Working Memory (CVWM), and the Children's Analogical Thinking Modifiability (CATM) tests. The results revealed significantly higher improvement from pre- to post-intervention in UND and CATM in the experimental group compared to the control group. Analogical modifiability was predicted considerably by WM modifiability. The findings confirm our hypotheses regarding the effectiveness of the MODWM. The findings are discussed in the context of previous WM training research and applications in education.