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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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Attention-Deficit/Hyperactivity Disorder01:30

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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.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
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Higher Mental Functions of Brain: Learning and Memory01:26

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Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
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Related Experiment Video

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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
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Visuospatial Working Memory Capacity in the Brain After Working Memory Training in College Students With ADHD: A

Steven Woltering1,2, Chao Gu2, Zhong-Xu Liu1,3

  • 1University of Toronto, Ontario, Canada.

Journal of Attention Disorders
|October 8, 2019
PubMed
Summary

Computerized working memory treatment (CWMT) did not improve ADHD symptoms or brain activity in college students. This study found no evidence of behavioral or neural benefits from CWMT compared to a waitlist group.

Keywords:
ADHDEEGcontralateral delay activityrandomized controlled trialtreatmentworking memory

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Area of Science:

  • Neuroscience
  • Psychology
  • Cognitive Science

Background:

  • Attention-Deficit/Hyperactivity Disorder (ADHD) is frequently linked to persistent working memory deficits.
  • Computerized working memory treatment (CWMT) is a potential intervention strategy for improving cognitive functions in individuals with ADHD.

Purpose of the Study:

  • To evaluate the efficacy of an intensive and adaptive CWMT on both behavioral and neural levels in college students diagnosed with ADHD.
  • To compare the effects of standard-length CWMT versus shortened-length CWMT against a waitlist control group.

Main Methods:

  • A randomized controlled trial involving 89 college students with ADHD.
  • Participants were assigned to either standard-length CWMT, shortened-length CWMT, or a waitlist control group.
  • Electroencephalography (EEG) and behavioral assessments were conducted pre- and post-intervention to measure working memory, neural activity, and ADHD symptomatology.

Main Results:

  • No significant improvements in neural indicators of working memory were observed in either CWMT group compared to the waitlist group.
  • Behavioral assessments also failed to show any transfer effects or significant improvements in working memory performance for the CWMT groups.
  • The study found no evidence supporting the efficacy of CWMT at either the neural or behavioral level.

Conclusions:

  • The findings suggest that the tested CWMT, in its standard or shortened forms, does not yield demonstrable benefits for working memory at the neural or behavioral level in college students with ADHD.
  • Further research may be needed to explore alternative or modified working memory interventions for this population.