Working Memory Training in College Students With ADHD or LD

被引：37

作者：

Gropper, Rachel J. ^{[1
]}

Gotlieb, Howell ^{[2
]}

Kronitz, Reena ^{[2
]}

Tannock, Rosemary ^{[1
,3
]}

机构：

[1] Ontario Inst Studies Educ, Toronto, ON M5S 1V6, Canada

[2] Jewish Vocat Serv, Toronto, ON, Canada

[3] SickKids Hosp, Toronto, ON, Canada

来源：

JOURNAL OF ATTENTION DISORDERS | 2014年 / 18卷 / 04期

基金：

加拿大健康研究院;

关键词：

college students; working memory; ADD/ADHD; academic performance; learning disabilities; ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; DEFICIT HYPERACTIVITY DISORDER; CONTROLLED-TRIAL; CHILDREN; ADULTS; COMORBIDITY; DISTRACTIBILITY; NEUROPSYCHOLOGY; DISABILITIES; METAANALYSIS;

D O I：

10.1177/1087054713516490

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Objective: The objective of this study was to determine the feasibility and effectiveness of working memory (WM) training in college students with ADHD or learning disabilities (LD). Method: A total of 62 students (21 males, 41 females) were randomized to a 5-week intensive WM training program or a wait-list control group. Participants were evaluated before treatment, 3 weeks after completion, and at 2-month follow-up. The criterion measures were standardized tests of auditory-verbal and visual-spatial WM. Near transfer measures included other cognitive tasks; far transfer measures included academic tasks and behavioral rating scales. Results: Intent-to-treat analysis revealed that participants receiving WM training showed significantly greater improvements on the criterion WM measures and self-reported fewer ADHD symptoms and cognitive failures. The follow-up assessment indicated that gains in WM were maintained, as were improvements in cognitive failures. Conclusion: Computerized WM training is a feasible and possibly viable approach for enhancing WM in college students with ADHD or LD.

引用

页码：331 / 345

页数：15

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