CLASSROOM-BASED WORKING MEMORY TRAINING IN CHILDREN: EVIDENCE FROM A QUASI-EXPERIMENTAL PRIMARY SCHOOL STUDY

This study investigated the effects of a classroom-based Working Memory Training Program on working memory and emotion regulation in second-grade students. A quasi-experimental non-equivalent pretest–posttest control-group design was used. The sample consisted of 49 students from two intact second-grade classrooms in the same public school, with 22 students in the experimental group and 27 in the control group. The experimental group received the Working Memory Training Program for eight weeks, with one session per week, while the control group continued regular classroom instruction. Data were collected using the Working Memory Scale and the Children’s Emotion Regulation Scale–Adult Form. Both groups completed pretest and posttest assessments, and the experimental group completed a three-month follow up assessment to examine the maintenance of gains. Data were analyzed using descriptive statistics, ANCOVA models controlling for pretest scores, bootstrap confidence intervals, and correlation analyses. Results showed that, after controlling for pretest scores, the experimental group had significantly higher posttest scores in verbal working memory, visual working memory, and total working memory. The experimental group also showed significantly higher adjusted posttest scores in anger, excitement, and total emotion regulation, whereas group differences in fear and sadness were not significant. Follow-up findings indicated that gains were generally maintained. Positive correlations were found between working memory and emotion regulation.