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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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Updated: Jul 22, 2025

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Effect of Cognitive Training Programs Based on Computer Systems on Executive Functions in Children With ADHD: A

Carolina Robledo-Castro1,2, Piedad Rocio Lerma-Castaño2,3, Gisella Bonilla-Santos3,4

  • 1Universidad del Tolima, Ibagué, Colombia.

Journal of Attention Disorders
|July 21, 2023
PubMed
Summary
This summary is machine-generated.

Computerized cognitive training shows mixed results for children with attention-deficit/hyperactivity disorder (ADHD). While some studies report improvements in executive functions like working memory and attention, others show no significant effects, indicating inconsistent benefits.

Keywords:
childhoodcognitive stimulationcomputerized cognitive trainingexecutive functionssystematic review

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Clinical Psychology

Background:

  • Attention-deficit/hyperactivity disorder (ADHD) often involves executive function deficits.
  • Computerized cognitive training (CCT) is explored as a potential intervention for ADHD-related executive dysfunction.

Approach:

  • A systematic review was conducted following PRISMA guidelines.
  • Five electronic databases were searched to identify relevant studies.
  • Twenty articles meeting eligibility criteria were analyzed for training characteristics and effects on executive functions.

Key Points:

  • Results were heterogeneous, influenced by diverse training programs and measurement tools.
  • Working memory and inhibitory control were the most frequently studied executive functions.
  • Some studies indicated significant improvements in working memory, attention, and inhibitory control, while others did not.

Conclusions:

  • Evidence for the general benefits of CCT on executive functions in children with ADHD is inconsistent.
  • High diversity in measurement instruments and significant risks of bias were noted across studies.
  • Further research with standardized methodologies is needed to confirm the efficacy of CCT for ADHD.