Does working memory training lead to generalized improvements in children with low working memory? A randomized controlled trial.
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This first randomized controlled trial with low working memory children investigated whether the benefits of training extend beyond standard working memory tasks to other more complex activities typical of the classroom in which working memory plays a role, as well as to other cognitive skills and developing academic abilities.Abstract:
Children with low working memory typically make poor educational progress, and it has been speculated that difficulties in meeting the heavy working memory demands of the classroom may be a contributory factor. Intensive working memory training has been shown to boost performance on untrained memory tasks in a variety of populations. This first randomized controlled trial with low working memory children investigated whether the benefits of training extend beyond standard working memory tasks to other more complex activities typical of the classroom in which working memory plays a role, as well as to other cognitive skills and developing academic abilities. Children aged 7–9 years received either adaptive working memory training, non-adaptive working memory training with low memory loads, or no training. Adaptive training was associated with selective improvements in multiple untrained tests of working memory, with no evidence of changes in classroom analogues of activities that tax working memory, or any other cognitive assessments. Gains in verbal working memory were sustained one year after training. Thus the benefits of working memory training delivered in this way may not extend beyond structured working memory tasks.read more
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Do “Brain-Training” Programs Work?:
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TL;DR: It is concluded that working memory training programs appear to produce short-term, specific training effects that do not generalize to measures of “real-world” cognitive skills.
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Working memory and executive functions: effects of training on academic achievement
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References
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Journal ArticleDOI
Computerized Training of Working Memory in Children With ADHD-A Randomized, Controlled Trial
Torkel Klingberg,Elisabeth Fernell,Pernille J. Olesen,Mats Johnson,Per A. Gustafsson,Kerstin Dahlström,Christopher Gillberg,Hans Forssberg,Helena Westerberg +8 more
TL;DR: In this article, the effect of computerized, systematic practice of working memory tasks on children with Attention Deficit/Hyperactivity Disorder (ADHD) has been investigated using a randomized, controlled, double-blind trial.
Journal Article
Computerized Training of Working Memory in Children With ADHD - A Randomized, Controlled Trial
TL;DR: This study shows that WM can be improved by training in children with ADHD, and this training also improved response inhibition and reasoning and resulted in a reduction of the parent-rated inattentive symptoms of ADHD.
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TEST REVIEW: Dean C. Delis, Edith Kaplan & Joel H. Kramer, Delis Kaplan Executive Function System (D-KEFS), The Psychological Corporation, San Antonio, TX, 2001. $415.00 (complete kit)
TL;DR: Delis, Edith Kaplan and Joel H. Kramer as mentioned in this paper have developed the Delis Kaplan Executive Function System (D-KEFS), which is a test suite for cognitive function evaluation.
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Is working memory training effective? A meta-analytic review
TL;DR: It is concluded that memory training programs appear to produce short-term, specific training effects that do not generalize, and cast doubt on both the clinical relevance of working memory training Programs and their utility as methods of enhancing cognitive functioning in typically developing children and healthy adults.
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