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Related Concept Videos

Working Memory01:24

Working Memory

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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...
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Cognitive Development During Adulthood01:30

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Cognitive development continues throughout adulthood, undergoing significant shifts across early, middle, and late stages. Individual transition occurs from adolescent idealism to pragmatic and adaptable thinking in early adulthood. During this period, individuals learn to integrate personal beliefs with the recognition that other perspectives are equally valid. Exposure to the complexities of modern society, diverse experiences, and higher education contribute to this adaptive thought process,...
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Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of...
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Information Processing Approach01:30

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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...
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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.
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The cerebellum, while traditionally associated with motor control, also plays a crucial role in memory, particularly in procedural memory, which involves learning motor tasks that become automatic through repetition. For example, studies have shown that when the cerebellum is damaged, individuals or animals lose the ability to learn conditioned motor responses, such as the conditioned eye-blink response in classical conditioning experiments with rabbits. This study demonstrates the...
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Related Experiment Video

Updated: Feb 23, 2026

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

Amélie Dentz1,2, Marie-Claude Guay1, Véronique Parent3

  • 1Université du Québec à Montréal, Québec, Canada.

Journal of Attention Disorders
|September 1, 2017
PubMed
Summary

Cogmed training improved working memory in adults with Attention-Deficit/Hyperactivity Disorder (ADHD) but did not generalize to other cognitive functions or daily life improvements. Effects on working memory persisted for six months post-intervention.

Keywords:
ADHDadultscognitive trainingtreatmentworking memory

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Area of Science:

  • Neuroscience
  • Clinical Psychology
  • Cognitive Science

Background:

  • Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention and/or hyperactivity-impulsivity.
  • Working memory deficits are a core cognitive impairment in ADHD, impacting executive functions and daily functioning.
  • Computerized cognitive training programs, such as Cogmed, are marketed as interventions to improve working memory and associated symptoms in ADHD.

Purpose of the Study:

  • To evaluate the efficacy of Cogmed working memory training in adults diagnosed with ADHD.
  • To assess the generalization of Cogmed training effects to nonverbal reasoning, daily executive functions, and ADHD symptom severity.
  • To determine the long-term durability of Cogmed training effects on working memory capacity.

Main Methods:

  • A randomized controlled trial design was employed with adults aged 18-63 diagnosed with ADHD.
  • Participants were allocated to either an experimental group receiving Cogmed working memory training or a placebo group receiving a low-intensity comparison training.
  • Working memory capacity, nonverbal reasoning, executive function in daily life, and ADHD symptoms were assessed before and after the intervention, with follow-up assessments.

Main Results:

  • The experimental group demonstrated significant improvements in both verbal and visuospatial working memory capacity compared to the placebo group.
  • These improvements in working memory were sustained at a 6-month follow-up assessment.
  • No significant generalization of training effects was observed in nonverbal reasoning, daily executive functions, or overall ADHD symptom severity.

Conclusions:

  • Cogmed training effectively enhances working memory capacity in adults with ADHD, with lasting effects.
  • The study's findings challenge the broader claims of Cogmed regarding its effectiveness in improving attention, executive functions, and daily life performance in adults with ADHD.
  • Further research is needed to understand the specific mechanisms and limitations of computerized working memory training for ADHD.