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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
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Working Memory Training in Post-Secondary Students with ADHD: A Randomized Controlled Study.

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Summary
This summary is machine-generated.

Standard-length computerized working memory training (CWMT) showed no robust benefits for college students with ADHD. Shorter training durations yielded similar working memory improvements, questioning the specificity of CWMT effects.

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Clinical Psychology

Background:

  • Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with working memory (WM) deficits.
  • Computerized working memory training (CWMT) is a potential intervention for improving WM in individuals with ADHD.
  • The efficacy and specificity of standard-length CWMT require further investigation.

Purpose of the Study:

  • To evaluate the effectiveness of standard-length CWMT on working memory (WM) in college students with ADHD.
  • To assess transfer effects of CWMT to other cognitive domains.
  • To determine the sustained impact of CWMT over time.

Main Methods:

  • A randomized controlled trial involving 97 post-secondary students with ADHD.
  • Comparison of standard-length CWMT (45 min/session), shortened-length CWMT (15 min/session), and a waitlist-control group.
  • Assessment of WM and cognitive transfer measures before and after training, with a 3-month follow-up for CWMT groups.

Main Results:

  • Both standard and shortened CWMT groups showed improvements in WM compared to the control group, though only some findings were robust after corrections.
  • WM improvements were maintained for at least three months post-training.
  • No significant transfer effects to other cognitive domains were observed; however, the standard-length group improved in task-specific strategy use.

Conclusions:

  • Standard-length CWMT did not demonstrate robust benefits for improving WM in college students with ADHD.
  • The findings suggest that shorter training durations may be as effective as standard lengths for WM improvement.
  • The overall results raise questions regarding the specificity and broad applicability of CWMT effects.