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The Impact of Working-Memory Training on Children’s Cognitive and Noncognitive Skills

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  • Eva M. Berger
  • Ernst Fehr
  • Henning Hermes
  • Daniel Schunk
  • Kirsten Winkel

Abstract

Working-memory (WM) capacity is a key component of a wide range of cognitive and noncognitive skills—such as fluid IQ, math, reading, and inhibitory control—but can WM training improve these skills? Here, we examine the causal impact of WM training embedded in regular school teaching, using a randomized educational intervention with 6–7-year-old children. We find substantial gains in WM capacity and document positive spillover effects on geometry, fluid IQ, and inhibitory control. Three years later, treated children are 16 percentage points more likely to enter an advanced secondary school track.

Suggested Citation

  • Eva M. Berger & Ernst Fehr & Henning Hermes & Daniel Schunk & Kirsten Winkel, 2025. "The Impact of Working-Memory Training on Children’s Cognitive and Noncognitive Skills," Journal of Political Economy, University of Chicago Press, vol. 133(2), pages 492-521.
    • Handle: RePEc:ucp:jpolec:doi:10.1086/732884
    DOI: 10.1086/732884
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