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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
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