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Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Working Memory01:24

Working Memory

Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this information.
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.

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Related Experiment Video

Updated: May 31, 2026

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
07:01

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

Can improving working memory prevent academic difficulties? A school based randomised controlled trial.

Gehan Roberts1, Jon Quach, Lisa Gold

  • 1Centre for Community Child Health, Royal Children's Hospital, Parkville, Australia. gehan.roberts@rch.org.au

BMC Pediatrics
|June 21, 2011
PubMed
Summary
This summary is machine-generated.

This study investigates a working memory training program for young children at risk of academic difficulties. The intervention aims to improve working memory capacity and prevent future academic underachievement.

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Area of Science:

  • Cognitive psychology
  • Developmental psychology
  • Educational psychology

Background:

  • Low academic achievement is a significant concern with long-term negative outcomes.
  • Working memory deficits are a key risk factor for academic failure in children.
  • Early identification and intervention are crucial to prevent academic underachievement.

Purpose of the Study:

  • To evaluate the efficacy of a working memory training intervention as a selective prevention strategy for at-risk young children.
  • To determine the cost-effectiveness of the working memory intervention.
  • To provide a scalable intervention for the Australian school system.

Main Methods:

  • A randomized controlled trial involving 440 Grade one children with low working memory, identified through school-based screening of 2880 children.
  • Children were randomized to either a working memory training intervention (25 sessions) or usual care.
  • Follow-up assessments at 6, 12, and 24 months included academic achievement, behavior, attention, and quality of life measures.

Main Results:

  • The primary outcome is academic achievement at 12 and 24 months post-intervention.
  • Secondary outcomes include improvements in child behavior, attention, and health-related quality of life.
  • Data collection involves child assessments, parent/teacher surveys, and government records.

Conclusions:

  • Early intervention targeting working memory can potentially prevent academic underachievement in at-risk children.
  • The findings could support the integration of this intervention into the Australian school system.
  • Successful implementation could lead to international research collaborations on health-education interfaces.