A metacognitive visuospatial working memory training for children

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Sara Caviola Irene C. Marmarella Cesare Cornoldi Daniela Lucangeli

Abstract

The paper studies whether visuospatial working memory (VSWM) and, specifically, recall of
sequential-spatial information, can be improved by metacognitive training. Twenty-two
fourth-grade children were involved in seven sessions of sequential-spatial memory
training, while twenty-four children attended lessons given by their teacher. The posttraining
evaluation demonstrated a specific improvement of performances in the Corsi
blocks task, considered a sequential-spatial working memory task. However, no benefits of
training were observed in either a verbal working memory task or a simultaneous-spatial
working memory task. The results have important theoretical implications, in the study of
VSWM components, and educational implications, in catering for children with specific
VSWM impairments.

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How to Cite
CAVIOLA, Sara et al. A metacognitive visuospatial working memory training for children. International Electronic Journal of Elementary Education, [S.l.], v. 2, n. 1, p. 122-136, aug. 2017. ISSN 1307-9298. Available at: <https://iejee.com/index.php/IEJEE/article/view/261>. Date accessed: 19 sep. 2020.
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