Component analysis of verbal versus spatial working memory training in adolescents with ADHD: a randomized,...

Area of Science:

• Neuroscience
• Cognitive Psychology
• Developmental Psychology

Background:

• Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with working memory (WM) deficits, particularly in secondary memory (SM) recall.
• The Cogmed-RM intervention is an adaptive WM training program showing some efficacy for ADHD.
• Component analysis suggests ADHD impairs SM recall more than primary memory (PM) maintenance.

Purpose of the Study:

• To investigate whether Cogmed-RM training targets the deficient SM component or the intact PM component of WM in ADHD.
• To compare the effects of verbal versus spatial Cogmed-RM training on PM and SM.

Main Methods:

• Randomized controlled trial with ADHD participants assigned to verbal (n=24) or spatial (n=23) Cogmed-RM training.
• Participants completed at least 20 days of training.
• Working memory (PM and SM) was assessed using verbal and spatial free recall tasks before and after training.

Main Results:

• Both verbal and spatial Cogmed-RM training significantly enhanced the maintenance of information in PM.
• Neither training condition improved the recall of information from SM.
• Improvements in PM maintenance occurred regardless of the modality (verbal/spatial) of the recall task.

Conclusions:

• Cogmed-RM training enhances the primary memory (PM) component of working memory (WM) in individuals with ADHD.
• The intervention does not appear to improve the secondary memory (SM) recall deficits characteristic of ADHD.
• The findings suggest that Cogmed-RM may not optimally target the specific WM impairments observed in ADHD, necessitating further research into tailored interventions.