A Pilot Study of Working Memory and Academic Achievement in College Students With ADHD

2009 ◽  
Vol 12 (6) ◽  
pp. 574-581 ◽  
Author(s):  
Rachel J. Gropper ◽  
Rosemary Tannock
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Working Memory ◽  
Pilot Study ◽  
Students With Adhd

Visuospatial Working Memory Capacity in the Brain After Working Memory Training in College Students With ADHD: A Randomized Controlled Trial

2019 ◽  
pp. 108705471987948 ◽  
Author(s):  
Steven Woltering ◽  
Chao Gu ◽  
Zhong-Xu Liu ◽  
Rosemary Tannock
Keyword(s):  
College Students ◽  
Working Memory ◽  
Controlled Trial ◽  
Memory Performance ◽  
Working Memory Capacity ◽  
Memory Training ◽  
Treatment Groups ◽  
Before And After ◽  
Students With Adhd ◽  
The Brain

Objective: ADHD has been associated with persistent problems of working memory. This study investigated the efficacy of an intensive and adaptive computerized working memory treatment (CWMT) at behavioral and neural levels. Method: College students ( n = 89; 40 females) with ADHD were randomized into a standard-length CWMT (45 min/session, 25 sessions, n = 29), shortened-length CWMT (15 min/session, 25 sessions, n = 32), and a waitlist group ( n = 28). Both CWMT groups received treatment for 5 days a week for 5 weeks. Lab sessions before and after CWMT assessed electroencephalography (EEG) indicators of working memory, behavioral indicators of working memory performance, and ADHD symptomatology. Results: No evidence was found for neural or any other behavioral transfer effects of improvement for the CWMT treatment groups over the active control or waitlist group. Conclusion: Our study does not provide evidence for the benefits of CWMT at neural or behavioral levels.

Working Memory Training in College Students With ADHD or LD

2014 ◽  
Vol 18 (4) ◽  
pp. 331-345 ◽  
Author(s):  
Rachel J. Gropper ◽  
Howell Gotlieb ◽  
Reena Kronitz ◽  
Rosemary Tannock
Keyword(s):  
College Students ◽  
Working Memory ◽  
Working Memory Training ◽  
Memory Training ◽  
Students With Adhd

Executive Function, Memory, and Literacy in Deaf Learners

2020 ◽  
pp. 301-319
Author(s):  
Donna Morere
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Working Memory ◽  
Executive Function ◽  
Writing Skills ◽  
Literacy Skills ◽  
Reading And Writing

This chapter discusses the interactions among executive function (EF), memory, and literacy skills. Research with hearing populations has suggested a relationship between EF and academic achievement, and there has been particular interest in its relationship with reading. While the majority of research on memory and reading has focused on working memory (WM), there appears to be a broader relationship between memory and reading than just that involving WM. This chapter presents and reviews the general literature and the research with deaf learners on the relationships among EF, memory, and reading and writing. It also presents research with deaf college students that demonstrates the relationships between reading and writing tasks and measures of memory and EF. A general discussion of the integration of EF and memory and their effects on reading and writing skills of individuals who are deaf is presented.

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