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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
Published on: September 20, 2020
Cognitive training as a resolution for early executive function difficulties in children with intellectual
1School of Psychological Sciences, Monash University, Melbourne, Australia.
Cognitive training may improve executive functions (EF) in children with intellectual disabilities, but more rigorous research is needed. Current studies show inconsistent results due to design flaws, highlighting the need for better interventions.
Area of Science:
- Cognitive psychology
- Developmental psychology
- Special education
Background:
- Core executive functions (EF), including attention and working memory, are crucial for academic achievement, language, and behavior.
- Children with intellectual disabilities often face compounded cognitive and learning challenges due to pre-existing EF deficits.
Purpose of the Study:
- To review cognitive training programs designed to enhance EF.
- To evaluate the potential of these interventions for children with intellectual disabilities.
Main Methods:
- Systematic review of existing literature on EF cognitive training programs.
- Focus on studies involving children with intellectual disabilities.
Main Results:
- Reported intervention effects show considerable discrepancies.
- Inconsistencies in results are attributed to flaws in program and study design.
Conclusions:
- Further research with improved program and study designs is necessary.
- Advancement of non-pharmaceutical interventions for children with intellectual disabilities requires addressing current limitations.
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