Transfer Effects of Integrated Adaptive Working Memory Training in School-Age Children: Improvements in Inhibitory Control and Asymmetric Gains in Mathematical Abilities

The efficacy of working memory training (WMT) in facilitating academic achievement remains heavily debated. To resolve this efficacy paradox, the current study implemented an integrated adaptive WMT (IA-WMT) paradigm to investigate near transfer to inhibitory control (IC) and far transfer to mathematical abilities in school-age children. We assigned 89 typically developing children (Mage = 109.08 ± 3.90 months; 43 girls) to an IA-WMT group (29 students), an active control group (30 students), or a passive control group (30 students). Pretest and posttest assessments measured core working memory capacity, IC, exact calculation (EC), and approximate calculation (AC). Results revealed that six sessions of IA-WMT significantly enhanced visual–spatial and verbal working memory. Furthermore, the training induced potential near transfer to IC and asymmetric far transfer to EC, while yielding no specific gains for AC. This functional dissociation provides valuable alignment with the dual-system model of mathematical cognition. The findings suggest that far transfer may not operate as a generalized spillover effect but appears to be governed by the degree of functional overlap between trained executive processes and inherent task demands. Ultimately, organically integrated cognitive training represents a promising targeted intervention tool to facilitate cognitive and academic development during early school years.