Hospital-Based Modified Cogmed Working Memory Training for Youth With ADHD

2021 ◽  
pp. 108705472110664
Author(s):  
Salek (Sol) Sandberg ◽  
Tara McAuley
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Working Memory Training ◽  
Self Concept ◽  
Health Clinic ◽  
Memory Training ◽  
Treatment As Usual ◽  
Outpatient Mental Health ◽  
Youth With Adhd

Objective: This study evaluated a modified working memory training program, Cogmed, for ADHD youth. Method: Forty youth were randomized to modified Cogmed training (MCT) or treatment as usual (CON). MCT was delivered in an outpatient mental health clinic in 3 weekly 35-minute sessions with a dedicated coach for 10 weeks. Participants completed assessments at baseline, after the intervention, and again 3 months later. Results: After controlling for baseline, groups were comparable on working memory, academics, and ADHD symptoms. The MCT group was rated by parents and teachers as having fewer executive function challenges and youth endorsed better self-concept compared with the CON group. Conclusions: MCT was associated with some improvement, which could not be attributed to increased working memory capacity and may reflect other facets of the program. Results question the usefulness of Cogmed but highlight considerations for optimizing adherence, engagement, and the therapeutic alliance in interventions for ADHD youth.

Working Memory Training May Increase Working Memory Capacity but Not Fluid Intelligence

2013 ◽  
Vol 24 (12) ◽  
pp. 2409-2419 ◽  
Author(s):  
Tyler L. Harrison ◽  
Zach Shipstead ◽  
Kenny L. Hicks ◽  
David Z. Hambrick ◽  
Thomas S. Redick ◽  
...  
Keyword(s):  
Working Memory ◽  
Fluid Intelligence ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Working Memory Training ◽  
Memory Training

scholarly journals The Effects of Emotional Working Memory Training on Trait Anxiety

2021 ◽  
Vol 11 ◽  
Author(s):  
Gabrielle C. Veloso ◽  
Welison Evenston G. Ty
Keyword(s):  
Working Memory ◽  
Emotion Regulation ◽  
Trait Anxiety ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Working Memory Training ◽  
Anxiety Reduction ◽  
Memory Training ◽  
The Relationship ◽  
Experimental Group

BackgroundTrait anxiety is a pervasive tendency to attend to and experience fears and worries to a disproportionate degree, across various situations. Decreased vulnerability to trait anxiety has been linked to having higher working memory capacity and better emotion regulation; however, the relationship between these factors has not been well-established.ObjectiveThis study sought to determine if participants who undergo emotional working memory training will have significantly lower trait anxiety post-training. The study also sought to determine if emotion regulation mediated the relationship between working memory training and trait anxiety.MethodAn experimental group comprising of 49 participants underwent 20 days of computerized emotional working memory training, which involved viewing a continuous stream of emotionally-charged content on a grid, and then remembering the location and color of items presented on the grid. The control group comprised of 51 participants.ResultsParticipants of the experimental group had significantly lower trait anxiety compared to controls, post-training. Subsequent mediation analysis determined that working memory training capacity gains were significantly related to anxiety reduction as measured by form Y2 of the Spielberger State-Trait Anxiety Inventory (STAI-Y2). Emotion regulation, as measured by the Emotional Regulation Questionnaire (ERQ), was found not to mediate between working memory capacity gains and trait anxiety reduction.ConclusionWorking memory capacity gains and reductions in levels of trait anxiety were observed following emotional working memory training. The study may therefore be useful in informing interventions targeted at improving working memory capacity, and reducing levels of trait anxiety. Moreover, it proposes for future research to further look into the mediating role of emotion regulation via the development or utilization of more comprehensive measures of emotion regulation.

Cognitive Perspectives of Working Memory Training

2019 ◽  
pp. 3-13
Author(s):  
Kenny Hicks ◽  
Randall W. Engle
Keyword(s):  
Working Memory ◽  
Cognitive Abilities ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Working Memory Training ◽  
Attention Control ◽  
Memory Training ◽  
Posttest Performance ◽  
The Difference ◽  
Cognitive Perspectives

Working memory training is an emergent field aimed at improving general cognitive abilities through targeted brain exercises. The prospect of improving cognitive abilities, such as attention control, comprehension, and reasoning, has piqued the interest of the scientific community and the general public alike. If cognitive abilities like working memory capacity can be improved, it is assumed that this improvement will result in benefits to a broad range of real-world abilities associated with working memory capacity, including reading comprehension, math performance, and attention control. Thus, the goal of working memory training is to demonstrate broad transfer to tasks that involve the same components of working memory that were targeted during training. Therefore, improvements should be observed on a broad range of tasks that tap the ability being trained. This is measured by observing the difference between pre- and posttest performance on cognitive tasks that subjects have not practiced. The aim of this chapter is to summarize the extant literature on working memory training and then to pose a series of questions to researchers investigating the efficacy of working memory training.

scholarly journals An Experimental Study Towards Investigating the Effect of Working Memory Capacity on Complex Diagram Understandability

TEM Journal ◽  
2020 ◽  
pp. 1384-1395
Author(s):  
Nergiz Sözen ◽  
Bilge Say ◽  
Özkan Kılıç
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Conclusive Evidence ◽  
Working Memory Training ◽  
Memory Training ◽  
Science Students ◽  
Activity Diagram ◽  
Before And After ◽  
Positive Effect

This study investigates whether working memory (WM) capacity affects the understandability of complex diagrams and if so, whether WM training has a positive effect on their comprehensibility. Two experiments were conducted with computer science students. In the first experiment, we collected eyetracking data while participants performed comprehension tasks on an activity diagram. In the second experiment, the participants completed WM training, before and after their comprehension scores were measured. The results showed that working memory capacity can positively affect the understandability of complex diagrams, but it provided no conclusive evidence for the effectiveness of working memory training.

Does Working Memory Training Improve Working Memory Capacity?

2012 ◽  
Author(s):  
Tyler L. Harrison ◽  
Zach Shipstead ◽  
Kenny L. Hicks ◽  
Thomas S. Redick ◽  
David Z. Hambrick ◽  
...  
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Working Memory Training ◽  
Memory Training ◽  
Improve Working

scholarly journals Investigating the mediating effect of working memory on intentional forgetting in dysphoria

2018 ◽  
Author(s):  
Saima Noreen ◽  
Richard Cooke ◽  
Nathan Ridout
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Mediating Effect ◽  
Memory Training ◽  
Operation Span ◽  
Intentional Forgetting ◽  
Memory Resources ◽  
Additional Explanation ◽  
Subclinical Depression

Our aim was to determine if deficits in intentional forgetting that are associated with depression and dysphoria (subclinical depression) could be explained by variations in working memory capacity. Sixty dysphoric and 61 non-dysphoric participants completed a modified version of the think/no-think (TNT) task and a measure of complex working memory (the operation span task). The TNT task involved participants learning a series of emotional cue-target word pairs. They were then presented with a series of the cues and asked to either recall the associated target or to prevent it from coming to mind (by thinking about a substitute word). Participants were subsequently asked to recall the targets to all cues (regardless of previous recall instructions). As expected, we found that dysphoric individuals exhibited impaired forgetting relative to the non-dysphoric participants. Also as expected, we found that greater working memory capacity was associated with more successful forgetting. Critically, we found that working memory capacity mediated the effect of depression on intentional forgetting. That is, depression influenced forgetting indirectly via its effect on working memory, perhaps reducing the amount of available working memory resources that could be applied to the suppression of the memories. These findings are important as they provide an additional explanation for the finding of impaired forgetting in depression and also suggest that working memory training might be a viable intervention for improving the ability of depressed individuals to prevent unwanted memories from coming to mind.

scholarly journals Game elements improve performance in a working memory training task

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Manuel Ninaus ◽  
Gonçalo Pereira ◽  
René Stefitz ◽  
Rui Prada ◽  
Ana Paiva ◽  
...  
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Memory Task ◽  
Working Memory Training ◽  
Memory Training ◽  
Control Group ◽  
Training Task ◽  
Level Indicator ◽  
Game Elements ◽  
The Impact

The utilization of game elements in a non-game context is currently used in a vast range of different domains. However, research on game elements’ effects in cognitive tasks is still sparse. Thus, in this study we implemented three game elements, namely, progress bar, level indicator, and a thematic setting, in a working memory training task. We evaluated the impact of game elements on user performance and perceived state of flow when compared to a conventional version of the task. Participants interacting with game elements showed higher scores in the working memory training task than participants from a control group who completed the working memory training task without the game elements. Moreover, game elements facilitated the individuals’ performance closer to their maximum working memory capacity. Finally, the perceived flow did not differ between the two groups, which indicates that game elements can induce better performance without changing the perception of being “in the zone”, that is without an increase in anxiety or boredom. This empirical study indicates that certain game elements can improve the performance and efficiency in a working memory task by increasing users’ ability and willingness to train at their optimal performance level. 

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