scholarly journals Intervention Targeting Reading and Working Memory among Struggling Readers in Primary School

2021 ◽  
Vol 9 (11) ◽  
Author(s):  
Linda Fälth ◽  
Irma Brkovic
Keyword(s):  
Working Memory ◽  
Struggling Readers ◽  
Short Term Memory ◽  
Word Reading ◽  
Intervention Group ◽  
Memory Training ◽  
Control Group ◽  
Specific Information ◽  
Short Term ◽  
Term Memory

Working memory is one of our core cognitive functions. It allows us to keep information in mind for shorter periods of time, allowing us to process and work with that specific information. In this randomized control trial, the effects of a training program that combine reading training and working memory training among struggling readers aged 8-9 were investigated. 30 pupils were included in the intervention group and 17 were assigned to the control group. The intervention group received a total of 60 training sessions divided into two eight-week training periods with a four-week pause in between. The results show that children in the intervention group improved significantly better than children in the control group on eight tests: Reading comprehension, Word decoding, Nonsense-word reading, Short-term memory, Working memory, Visuospatial short-term memory, Visuospatial working memory and Working memory for words. The effect was not confirmed for Sight word seeing.

scholarly journals Working Memory Training in Patients with Chronic Schizophrenia: A Pilot Study

2013 ◽  
Vol 2013 ◽  
pp. 1-8 ◽  
Author(s):  
Martina Hubacher ◽  
Marcus Weiland ◽  
Pasquale Calabrese ◽  
Gabriela Stoppe ◽  
Markus Stöcklin ◽  
...  
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Intervention Group ◽  
Chronic Schizophrenia ◽  
Working Memory Training ◽  
Memory Training ◽  
Control Group ◽  
Short Term ◽  
Term Memory ◽  
Training Tool

Background. There is evidence that patients with schizophrenia suffer from decline in working memory performance with consequences for psychosocial outcome.Objective. To evaluate the efficacy of a computerized working memory training program (BrainStim) in patients with chronic schizophrenia.Methods. Twenty-nine inpatients with chronic schizophrenia were assigned to either the intervention group receiving working memory training (N=15) or the control group without intervention (N=14). Training was performed four times a week for 45 minutes during four weeks under neuropsychological supervision. At baseline and followup all participants underwent neuropsychological testing.Results. Pre-post comparisons of neuropsychological measures showed improvements in visual and verbal working memories and visual short-term memory with small and large effect sizes in the intervention group. In contrast, the control group showed decreased performance in verbal working memory and only slight changes in visual working memory and visual and verbal short-term memories after 4 weeks. Analyses of training profiles during application ofBrainStimrevealed increased performance over the 4-week training period.Conclusions. The applied training toolBrainStimimproved working memory and short-term memory in patients with chronic schizophrenia. The present study implies that chronic schizophrenic patients can benefit from computerized cognitive remediation training of working memory in a clinical setting.

Computerized Memory Training Leads to Sustained Improvement in Visuospatial Short-Term Memory Skills in Children with Down Syndrome

2013 ◽  
Vol 118 (3) ◽  
pp. 179-192 ◽  
Author(s):  
Stephanie J. Bennett ◽  
Joni Holmes ◽  
Sue Buckley
Keyword(s):  
Down Syndrome ◽  
Short Term Memory ◽  
Intervention Group ◽  
Memory Training ◽  
Control Group ◽  
Visuospatial Memory ◽  
Short Term ◽  
Term Memory ◽  
Children With Down Syndrome ◽  
The Impact

Abstract This study evaluated the impact of a computerized visuospatial memory training intervention on the memory and behavioral skills of children with Down syndrome. Teaching assistants were trained to support the delivery of a computerized intervention program to individual children over a 10–16 week period in school. Twenty-one children aged 7–12 years with Down syndrome were randomly allocated to either an intervention or waiting list control group. Following training, performance on trained and non-trained visuospatial short-term memory tasks was significantly enhanced for children in the intervention group. This improvement was sustained four months later. These results suggest that computerized visuospatial memory training in a school setting is both feasible and effective for children with Down syndrome.

A Randomized Controlled Trial of Working Memory Training in Pediatric Sickle Cell Disease

2021 ◽  
Author(s):  
Steven J Hardy ◽  
Sarah E Bills ◽  
Emily R Meier ◽  
Jeffrey C Schatz ◽  
Katie J Keridan ◽  
...  
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Controlled Trial ◽  
Working Memory Training ◽  
Memory Training ◽  
Cell Disease ◽  
Math Fluency ◽  
Short Term ◽  
Term Memory ◽  
Randomized Controlled

Abstract Objective Youth with sickle cell disease (SCD) are at risk for neurocognitive deficits including problems with working memory (WM), but few interventions to improve functioning exist. This study sought to determine the feasibility and efficacy of home-based, digital WM training on short-term memory and WM, behavioral outcomes, and academic fluency using a parallel group randomized controlled trial design. Methods 47 children (7–16 years) with SCD and short-term memory or WM difficulties were randomized to Cogmed Working Memory Training at home on a tablet device (N = 24) or to a standard care Waitlist group (N = 23) that used Cogmed after the waiting period. Primary outcomes assessed in clinic included performance on verbal and nonverbal short-term memory and WM tasks. Secondary outcomes included parent-rated executive functioning and tests of math and reading fluency. Results In the evaluable sample, the Cogmed group (N = 21) showed greater improvement in visual WM compared with the Waitlist group (N = 22; p = .03, d = 0.70 [CI95 = 0.08, 1.31]). When examining a combined sample of participants, those who completed ≥10 training sessions exhibited significant improvements in verbal short-term memory, visual WM, and math fluency. Adherence to Cogmed was lower than expected (M = 9.07 sessions, SD = 7.77), with 19 participants (41%) completing at least 10 sessions. Conclusions: Visual WM, an ability commonly affected by SCD, is modifiable with cognitive training. Benefits extended to verbal short-term memory and math fluency when patients completed a sufficient training dose. Additional research is needed to identify ideal candidates for training and determine whether training gains are sustainable and generalize to real-world outcomes.

scholarly journals Successful Learning: Relationship Between Fluid Intelligence and Working Memory

2020 ◽  
Vol 25 (1) ◽  
pp. 63-74
Author(s):  
I.E. Rzhanova ◽  
O.S. Alekseeva ◽  
Yu.A. Burdukova
Keyword(s):  
Working Memory ◽  
Executive Control ◽  
Fluid Intelligence ◽  
Short Term Memory ◽  
Memory Training ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
The Relationship

The article provides an overview of modern works devoted to the study of the relationship between fluid intelligence and working memory. Recently, the world of psychological science has been actively discussing the topic of fluid intelligence and its impact on the academic achievements in childhood. One of the main cognitive characteristics most clearly associated with fluid intelligence is working memory. Working memory is a complex integrative function, in the implementation of which short-term and long-term memory, as well as executive control of attention, are involved. Until now, the debatable question remains, which of the components of working memory is most closely related to fluid intelligence. A number of studies conclude that the role of short-term memory is predominant, while in others executive control is called the most important component. A special place in the study of the relationship between working memory and fluid intelligence is occupied by scientific works which raise the question of the possibilities of improvement of fluid intelligence using working memory training series. In a number of training experiments, it was possible to obtain an improvement in the participants' fluid intelligence indicators after a series of working memory trainings.

The Relationship Between Acquisition Rate for Words and Working Memory, Short-Term Memory, and Reading Skills: Aptitude-by-Treatment or Skill-by-Treatment Interaction?

2017 ◽  
Vol 43 (3) ◽  
pp. 182-192 ◽  
Author(s):  
Matthew K. Burns ◽  
Katherine Davidson ◽  
Anne F. Zaslofsky ◽  
David C. Parker ◽  
Kathrin E. Maki
Keyword(s):  
Working Memory ◽  
Reading Skills ◽  
Short Term Memory ◽  
Word Reading ◽  
Future Research ◽  
Short Term ◽  
Acquisition Rate ◽  
Term Memory ◽  
Treatment Interaction ◽  
The Relationship

The amount of information that students successfully learn and later recall from each intervention session is limited and is called the acquisition rate (AR). Research has consistently supported the effects of modifying intervention set sizes with AR data, but research with AR is in its infancy. The current study compared the relationship between AR while learning words with working memory, short-term memory, and reading skills. Participants were 52 fourth- and fifth-grade students with and without learning disabilities (LDs). Working memory ( r = .34), short-term memory ( r = .41), and word reading skills ( r = .57) all moderately correlated with AR, but word reading skills accounted for 32% of the variance and the other two scores added little unique variance. The corrected correlation coefficients were higher for the word reading with AR than with any other variable and were essentially equal for both groups ( r = .73 for average readers and r = .75 for students with an LD in reading). Thus, the data not only support the validity of making decisions with AR data but also suggest that AR is more consistent with a skill-by-treatment interaction framework than an aptitude-by-treatment interaction approach. Potential applications, directions for future research, and limitations are discussed.

scholarly journals Implicación de la memoria visoespacial y fonológica en la heterogeneidad clínica del Trastorno por Déficit de Atención con Hiperactividad (TDAH)

2017 ◽  
Vol 34 (1) ◽  
pp. 16 ◽  
Author(s):  
Ana Gallego Martínez ◽  
Javier Fenollar Cortés ◽  
Julia García Sevilla
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Poor Performance ◽  
Control Group ◽  
Adhd Group ◽  
Typically Developing ◽  
Short Term ◽  
Term Memory ◽  
Phonological Working Memory ◽  
Neuropsychological Tasks

<p><strong>Introduction</strong>: The interest in studying the neuropsychological deficits that lie behind ADHD, among which the Working Memory (WM) stands out in its visuospatial and phonological dimensions, has been on increase. The aim of the current study was to explore the performance differences concerning the short-term memory and the visuospatial and phonological working memory among control and clinical groups acknowledging the clinical heterogeneity of the disorder.</p><p><strong>Method</strong>: A group of 76 children with a prior diagnosis of ADHD was divided by the clinical subtype of the disorder: ADHD predominantly inattentive (<em>n</em> = 26, age <em>M</em> = 10,9, <em>SD</em> = 1,8; 66% male), and combined ADHD (<em>n</em> = 50, age <em>M</em> = 10.8, <em>DT</em> = 1.9; 61.5% male). Additionally, a control group of <em>typically developing</em> children was formed (<em>n</em> = 40, age <em>M</em> = 10.2, <em>SD</em> = 1.9; 57.5% male). Both groups completed a task battery to aimed to measure the short-term memory, as well as the visuospatial and phonological working memory.</p><p><strong>Results</strong>: The ADHD group showed a decreased performance at visuospatial (Corsi Block Task), as well as phonological (WISC Letter-Number Sequencing) working memory tasks. The decreased performance was consistent among the clinical subtypes. The dimensions of ADHD and the performance output in the neuropsychological tasks used in the study were not related.</p><p><strong>Discussion</strong>: This study offers empirical evidence to the hypothesis that suggests that children with ADHD show a poor performance than controls at Working Memory tasks, including both visuospatial and phonological WM. In addition, the results of the study suggested that there is no correlation between the dimensions of the ADHD and the performance output in the Working Memory tasks.</p>

The effects of neurofeedback training on short-term memory and quality of life in women with breast cancer

2019 ◽  
Vol 26 (11) ◽  
pp. 1-8
Author(s):  
Pooria Sarvghadi ◽  
Amin Ghaffari ◽  
Hamid Reza Rostami
Keyword(s):  
Breast Cancer ◽  
Quality Of Life ◽  
Short Term Memory ◽  
Intervention Group ◽  
Control Group ◽  
Neurofeedback Training ◽  
Iranian Women ◽  
Short Term ◽  
Term Memory

Background/Aims Breast cancer, one of the most common cancers among Iranian women, affects the physical, psychological and cognitive dimensions of patients' lives. The aim of the present study was to investigate the effects of neurofeedback training on short-term memory and quality of life in patients with breast cancer. Methods In a randomised, controlled pilot trial, a convenient sample of 20 Iranian women with breast cancer who had received chemotherapy and radiotherapy were randomly allocated to an intervention or control group. The intervention group received 4 weeks of neurofeedback training. Assessment tools in pre- and post-test sessions included the Wechsler short-term memory scale and SF-36 quality of life questionnaire. Data were analysed by a biostatistician blinded to the study. Results Short-term memory and quality of life scores improved significantly in the intervention group after neurofeedback training compared to the control group (P=0.001). Conclusions Findings indicate that neurofeedback training is an effective technique for improving short-term memory and quality of life alongside occupational therapy interventions in women after breast cancer treatment.

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