أثر الــتدريب المـــعرفي القائم على الذاكرة العاملة في رفع كفاءة الذاكرة العاملة الضعيفة لدى الأطفال

Working memory is a key cognitive function that has a strong impact on the development of children's ability to learn; however, some children face challenges related to low working memory efficiency, which negatively affects their academic performance. Although there have been studies on working memory training as a means of improving cognitive abilities, their results have revealed variability in the effectiveness and sustainability of such training. Therefore, this study aims to evaluate the cognitive effects of working memory in enhancing working memory efficiency in children with impaired working memory function. By analyzing the sustainability of the improvements resulting from this training.
Methodology of the study:
The research sample consisted of forty children, aged between 4.5-7 years, who were divided into two groups: The first group consisted of twenty children who underwent carefully designed cognitive training to enhance their abilities in working memory tasks, while the second group, known as the control group, consisted of twenty children who did not undergo any kind of training. To accurately measure performance, customized traditional instruments were used so that verbal and visuospatial aspects of working memory could be assessed. The training program lasted eight weeks, with 30-45 minutes per training session, spread over three days each week, and the training framework was carefully designed to maximize benefit and enhance the effectiveness of the improvements in working memory efficiency for the children recruited.
Results:
 The results of this study showed a significant improvement in the performance of the experimental group when compared to the control group in the post-measurement, with continued improvement in the follow-up measurement after 12 weeks; i.e., working memory training is proven to be effective.
Conclusions:
The study confirms the effectiveness of cognitive training in improving poor working memory in children, highlighting the importance of integrating training programs into educational curricula and therapeutic interventions for children with learning difficulties and attention issues.