Evidence map›Paper›PMID 38380075›Full record

ArticleJournal of cognition2024

Exploring Working Memory Capacity and Efficiency Processes to Understand Working Memory Training Outcomes in Primary School Children.

Alexandra S L Tan, Regine C Lau, Peter J Anderson, Susan Gathercole, Mark A Bellgrove, Joshua F Wiley, Megan M Spencer-Smith

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of cognition, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Alexandra S L TanSchool of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, Australia.ORCID https://orcid.org/0000-0001-7550-4711
Regine C LauSchool of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, Australia.ORCID https://orcid.org/0000-0002-4916-9128
Peter J AndersonSchool of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, Australia.ORCID https://orcid.org/0000-0001-7430-868X
Susan GathercoleMRC Cognition and Brain Sciences Unit, Cambridge University, Cambridge, United Kingdom.ORCID https://orcid.org/0000-0001-6618-586X
Mark A BellgroveSchool of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, Australia.ORCID https://orcid.org/0000-0003-0186-8349
Joshua F WileySchool of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, Australia.ORCID https://orcid.org/0000-0002-0271-6702
Megan M Spencer-SmithSchool of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, Australia.ORCID https://orcid.org/0000-0002-1047-0829

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Despite the abundance of research evaluating working memory training outcomes in children, few studies have examined the underlying cognitive mechanisms. This study aimed to contribute understanding by exploring whether

Indexed as

cognitive outcomescognitive trainingtraining effectstransfer effectsworking memory training

Identifiers

PMID38380075
PMCPMC10877965

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.