Training spatial-simultaneous working memory in individuals with Down syndrome.

Lanfranchi et al. (2017) ran a small RCT with people who have Down syndrome. Half the group played computer games that trained spatial-simultaneous working memory. The other half kept their usual day program.

Training lasted a few weeks. The team tested memory right after, one month later, and looked for any change in daily living skills.

Right after training, the game group scored better on the same kind of memory puzzles. They also did a bit better on other working-memory tasks.

One month later the gains were gone. Parents saw no change in everyday independence skills like shopping or cooking.

Barrett et al. (2015) looked at Williams syndrome and found worse scores on simultaneous spatial tasks. Silvia’s Down-syndrome group improved on those same tasks after practice. The two papers seem opposite, but they test different genes, not different methods.

Vugs et al. (2013) meta-analysis shows kids with specific language impairment also have medium-sized visuospatial working-memory gaps. This places Down syndrome inside a bigger picture: many developmental disorders share weak spatial memory.

Josseron et al. (2025) scoping review on motor training in DCD found far-transfer rarely happens. Silvia’s team saw the same limit: short-term gains stayed inside the memory game world.

If you work with learners who have Down syndrome, brief memory games can give a quick bump on similar tasks. Use them to motivate success or as warm-ups, but do not expect wider or lasting effects. Pair the games with real-life rehearsal and reinforcement if you want practical skills to stick.