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Related Experiment Video

Updated: Oct 22, 2025

Training Synesthetic Letter-color Associations by Reading in Color
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Symbol relations training improves cognitive functioning in students with neurodevelopmental disorders.

Negin Motamed Yeganeh1, Rachel King2, Lara A Boyd3

  • 1Djavad Mowafaghian Centre for Brain Health, The University of British Columbia, Vancouver, Canada.

Applied Neuropsychology. Child
|August 31, 2021
PubMed
Summary

Intensive practice of the Arrowsmith Program

Keywords:
Cognitive interventionexecutive functioningintervention outcomesneurodevelopmental disorderssymbol relations training

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Area of Science:

  • Neuropsychology
  • Cognitive Psychology
  • Developmental Psychology

Background:

  • Students with neurodevelopmental disorders (Specific Learning Disorders, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder) often face learning difficulties.
  • Cognitive weaknesses underlie these challenges, making effective intervention development a priority.
  • Designing targeted cognitive interventions remains a significant challenge in neuropsychology.

Purpose of the Study:

  • To investigate the efficacy of intensive practice of a specific component of the Arrowsmith Program.
  • To determine if targeted cognitive training improves cognitive functions in students with neurodevelopmental disorders.

Main Methods:

  • Twenty-seven students (ages 9.4-18.4) with neurodevelopmental disorders participated.
  • A 6-week intensive practice of the Symbol Relations Task was administered.
  • Cognitive abilities were assessed using the Woodcock-Johnson IV Tests of Cognitive Abilities before and after the intervention.

Main Results:

  • Significant improvements were observed in multiple measures of neuropsychological assessment.
  • Specific gains were noted in Cattell-Horn-Carroll broad abilities.
  • Paired sample t-tests indicated statistically significant cognitive skill improvement.

Conclusions:

  • Intensive practice of the Symbol Relations Task within the Arrowsmith Program shows promise for improving cognitive functions.
  • These findings support the utility of this novel cognitive intervention approach for students with neurodevelopmental disorders.
  • Further research is warranted to explore the broader applications and long-term effects of this intervention.