Question

From the introduction, the article writes down the key details pertaining to the purpose of the study, the background literature review (with citations), and the research hypotheses.

Introduction
The attentional and inhibitory control components of working memory (WM), also termed the central executive, are limited mental resources that support the maintenance and integration of information in the service of problem solving and learning [1,2]. Working memory capacity is typically assessed with tasks that combine a storage and processing demands and are often referred to as ‘‘complex span’’ tasks [3]. A large and consistent body of research shows that individual differences in these tasks predict individual differences in a wide array of more complex cognitive tasks such as typical fluid intelligence and problem solving measures [4,5]. Moreover, working memory capacity has proven to be a strong predictor of mathematics and reading achievement and across-grade gains in achievement [6–9]. Given this powerful relationship it is a plausible hypothesis that if one were to find a way to increase students’ working memory capacity this should have wide-ranging benefits for intellectual and academic functioning. Until recently, however working memory capacity has been considered to be a relatively stable individual differences trait [10]. As a result, remediation of academic deficits for children with below average working memory capacity focused on explicit, content-specific strategies that enable optimal use of limited working memory resources [11–13]. However, more recently there has been some evidence that, through an intensive adaptive training regimen, working memory capacity itself can be increased [14]. If this is correct, improved working memory capacity should translate into wide-ranging benefits, especially for those students with poor WM functions. There is in fact some evidence of gains.

Answer 1

The introduction of the article discusses the attentional and inhibitory control components of working memory and their importance in problem solving and learning. It cites several studies that have shown individual differences in working memory capacity predict differences in more complex cognitive tasks and academic achievement. While working memory capacity was previously thought to be a stable individual trait, recent evidence suggests that it can be improved through adaptive training. The article hypothesizes that such improvement in working memory capacity can lead to significant benefits for intellectual and academic functioning, especially for students with poor WM functions. The background literature review includes citations to several studies that support the importance of working memory capacity in various domains, including fluid intelligence, problem solving, and academic achievement, and the article proposes a research hypothesis that improving working memory should lead to broad cognitive and academic benefits.

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