Challenging The Assumption of Adaptive Working Memory Training in Children

This thesis explored the untested assumption that an adaptive approach maximises children's training outcomes. In a randomised controlled trial with 201 children, working memory training outcomes were examined using adaptive, self-select, and stepwise difficulty-setting approaches. Contrary to expectations, no evidence of improvement on a variety of untrained tests was observed for any training approach compared to an active control. This was despite observable learning on training activities and higher difficulty levels for the adaptive approach. Sustained effort over the training period was notably higher. This challenges the assumption that adaptive training maximises outcomes, indicating its advantage in sustaining children’s efforts.