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• Non-computerised training can improve working memory and near-transfer skills. • Training other skills (physical activity, play, inhibition) is beneficial indirectly. • Tapping into attentional resources (executive control) is key to task effectiveness. • Further studies need clear theoretical underpinnings and rigorous methodology. • Outcome measurement and dosage need greater consideration. It has been suggested that diverse interventions applied within children's everyday contexts have the potential to improve working memory (WM) and produce transfer to real-world skills but little is known about the effectiveness of these approaches. This review aims to examine systematically the effectiveness of non-computerised interventions with 4–11 year olds to identify: (i) their effects on WM; (ii) whether benefits extend to near- and far-transfer measures; (iii) if gains are sustained over time; (iv) the active ingredients; and (v) the optimum dosage. Searches were conducted across 12 electronic databases using consistent keywords. Papers were screened by title and abstract (n = 6212) and judged against pre-defined eligibility criteria (n = 63). Eighteen papers were included in the review. They used a range of non-computerised WM intervention approaches that included: (i) adapting the environment to reduce WM loads; (ii) direct WM training with and without strategy instruction; and (iii) training skills which may indirectly impact on WM (physical activity, phonological awareness, fantastical play and inhibition). Both direct training on WM tasks and practicing certain skills that may impact indirectly on WM (physical activity, fantastical play and inhibition) produced improvements on WM tasks, with some benefits for near-transfer activities. The common ingredient across effective interventions was the executive-loaded nature of the trained task i.e., training on a task that taps into attentional and processing resources under executive control and not just the storage of information. Few studies reported dosage effects, measured far-transfer effects (n = 4), or tested the durability of gains over time (n = 4). The lack of a clear theoretical framework in many of the included studies resulted in ambiguous predictions about training and transfer effects, and inadequate use of outcome measures. Methodological issues also constrain the strength of the evidence, including: small samples sizes; an absence of blinding of participant and outcome assessors; and lack of active control groups. Further well-designed and controlled studies with clear theoretical underpinnings are required to expand and enhance the evidence base. The heterogeneity of the interventions and of the study designs (randomised and non-randomised) in the included papers limited the synthesis of evidence across studies. However, this diversity enabled the identification of key ingredients, notably the training of executive-loaded WM tasks, which can help inform novel approaches to WM intervention in everyday contexts. [ABSTRACT FROM AUTHOR]

While behavioural trials of working memory (WM) training have received much attention in recent years, a lesser explored parallel approach is functional neuroimaging. A small literature has suggested a complex time course for functional activation pattern changes following WM training (i.e. not simply increasing or decreasing due to training); however, no study to date has examined such neuroplastic effects in both the training task (dual n-back) and the fluid intelligence transfer task to which the training is purported to transfer (Raven’s Matrices). This study investigated neural correlates of WM training in healthy young adults randomized to six weeks of WM training, or an active control condition (processing speed training) with a pre- and post-training fMRI design. Results indicated significant reductions in activation for the WM trained group in key WM-task related areas for trained WM tasks after training compared to the processing speed active control group. The same pattern of training related decreases in activation for the WM trained group was not observed for the transfer task, which is consistent with null results for all cognitive outcomes of the present trial. The observed pattern of results suggests that repetitive practice with a complex task does indeed lead to neuroplastic processes that very likely represent the reduced demand for attentional control while sub-components of the task become more routinized with practice. We suggest that future research investigate neural correlates of WM training in populations for which WM itself is impaired and/or behavioural trials of WM training have returned more promising results [ABSTRACT FROM AUTHOR]

Two developments have contributed to the convergence of views about the benefits of real-life and inquiry-based pedagogies in mathematics learning. First, the mathematics teaching community is increasingly focused on the learning of mathematics that involves the transfer of prior knowledge to novel problem-solving situations, a key element in recent characterizations of the notion of Numeracy. Second, research about human cognition in domain-specific learning suggests that problem-solving activity provides better contexts in which to observe the construction of creative connections of disparate information. The question is how can we examine the above cognitive processes, as these are played out in Numeracy contexts? (Tan, Educ Res Policy Pract 6:101–114, 2007) identified dialogue and inquiry as important themes of the psychology that girds problem-based learning. In this report, we take up Tan’s suggestion that research needs to make learner’s cognition more visible by immersing a cohort of Malaysian and Australian students in arithmetic word problems. Students were required to explain and justify their solutions. The frameworks of dialogue representation and schema guided our analyses that focused on students’ readings, explanations, representations and reflections about a given set of problem contexts. Results showed that both the groups experienced difficulty in representing far-transfer numeracy problems. However, Australian children tended to develop longer and more varied explanations in comparison to their Malaysian counterparts. Potential implications for classroom practices, policy-making and future research directions are explored. [ABSTRACT FROM AUTHOR]

• No significant differences were found between pianists and non-musicians at the behavioral level. • At the neural level, we found an interaction between direction and group indicating pianists showed lower P2 amplitude in CW direction (lateral movements). • We found a complexity effect at the behavioral and neural levels. • Further research is warranted to support the far-transfer theory of piano learning to motor planning in a different task outside the music context. Psychological studies have shown that music has an impact on human cognitive function. We aimed to compare the performance and neural activity of pianists and non-musicians during a non-musical motor-planning task. In addition, we investigated the effect of task complexity on the characteristics of the behavioral and neural responses. The participants had to grasp a hexagonal knob with their right hand and rotate it 60° or 180° clockwise (CW) or counterclockwise (CCW). We examined the groups in terms of the amplitude of the P2 component in the event-related potential (at the neural level) and the planning time, grasping time, releasing time, and planning pattern for initial grip selection (at the behavioral level). At the behavioral level, we observed no significant difference between groups, while at the neural level; we found an interaction between direction and group indicating that pianists showed lower P2 amplitude in the CW directions. However, there was no significant difference between groups in the CCW direction. A significant main effect of rotation was revealed at both the neural and behavioral levels; increasing the rotation angle led to an increase in the planning time and the P2 amplitude, indicating a complexity effect. In conclusion, we observed that pianists had lower P2 amplitude in lateral movements than non-musicians; however, due to the lack of behavioral group differences, further research is warranted to support the far-transfer theory in this field. [ABSTRACT FROM AUTHOR]