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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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Updated: Jan 16, 2026

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Boosting Working Memory in ADHD: Adaptive Dual N-Back Training Enhances WAIS-IV Performance, but Yields Mixed Corsi

Alessandra Lintas1,2, Michel Bader3, Alessandro E P Villa1

  • 1NeuroHeuristic Research Group, University of Lausanne, Quartier UNIL-Chamberonne, 1015 Lausanne, Switzerland.

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|September 27, 2025
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Summary

Working memory training using the dual N-back task improved cognitive performance in young adults with ADHD. Adaptive training showed greater benefits for verbal working memory, with limited transfer to visuospatial skills.

Keywords:
Attention-Deficit/Hyperactivity Disorder (ADHD)cognitive enhancementdual N-back taskexecutive functionworking memory training

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Area of Science:

  • Cognitive Neuroscience
  • Neuropsychology
  • Psychiatry

Background:

  • Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with working memory deficits.
  • Working Memory Training (WMT) is a potential intervention strategy for cognitive enhancement.
  • The dual N-back (DNB) task is a demanding WMT protocol targeting working memory capacity.

Purpose of the Study:

  • To evaluate the efficacy of DNB training on cognitive performance in young adults with ADHD.
  • To compare the effects of fixed vs. adaptive DNB training protocols.
  • To assess transfer effects to untrained cognitive tasks.

Main Methods:

  • 106 participants (ADHD and controls) underwent at least 18 daily DNB sessions within one month.
  • Random assignment to fixed dual 1-back (FD1B) or adaptive DNB conditions.
  • Cognitive assessment using WAIS-IV Working Memory Index and Corsi Block-Tapping Task pre- and post-intervention.

Main Results:

  • All groups showed improved DNB performance; adaptive training yielded significantly larger gains.
  • WAIS-IV Working Memory Index scores, particularly Digit Span Backward, improved more with adaptive training.
  • Limited gains were observed in Corsi performance, with a surprising association with FD1B training.

Conclusions:

  • Dual N-back training effectively enhances verbal working memory in young adults with ADHD.
  • Adaptive training protocols appear more beneficial for working memory improvement.
  • Transfer effects to visuospatial domains are limited and may not generalize to diverse populations.