Technological training program in working memory and attention on low intellectual capacity
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Abstract
The objective of this study was to determine the influence of the Cogmed technological training program in working memory and attention on low intellectual capacity. The design was quasi-experimental with explanatory scope, including two groups (control and experimental) and pretest and posttest measurements. Descriptive and dependency analysis using chi-square (χ2) showed a predominance of 9-year-olds, third-grade level, and low socioeconomic status, with no significant differences. When comparing total intellectual capacity, working memory, and attention variables between the control group, within the same group, and across both groups using Wilcoxon, Mann-Whitney U, and eta-squared (n²) tests, the experimental group showed statistically significant differences (p < .05) with a large effect size (.14). This leads to the conclusion that training working memory improves performance in both directly and indirectly trained tasks, evidencing far transfer after training.
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