Training working memory in kindergarten children: Effects on working memory and early numeracy

This study investigated the relationship between working memory and early numeracy. It aimed to
explore the possibility of training young children’s working memory and to investigate the effects of
such training both on working memory and on the specific domain of early numerical skills. Measures
of working memory and numeracy were used with low-performing children in kindergarten. A total
of 51 five-year-old children received one of two different versions of working memory training or no
training at all. The two versions differed in the type of information the children were given to practice:
non-numerical or numerical. After a pretest, 4 weeks of intervention took place, followed by a posttest.
Children who participated in one of the working memory interventions significantly improved their
working memory skills. Furthermore, their early numeracy skills also improved. Differences between
both experimental conditions were small.