Abstract
Background: Computer-based working memory training exercises produce improvements in performance on ability measures that are similar to the trained tasks (near-transfer), but results have been inconsistent regarding generalization of training outcomes to other abilities and behaviors, particularly those reflecting symptoms of attention deficit/ hyperactivity disorder (ADHD). In contrast to the growing body of efficacy research in this area, almost no studies have systematically investigated characteristics of subjects that predict response to working memory training. This study is an investigation of subject characteristics that predicted change in near-transfer immediate memory span performance following working memory training. Methods: Children and adolescents aged 9-16 years (N=62) with a broad range of reported symptoms of attention-deficit/hyperactivity disorder (ADHD) completed working memory training for a 25-day period. Assessments of verbal and visual working memory span and ADHD symptoms were completed at the beginning and end of working memory training. Results: Greater improvement in working memory span from baseline to post-training was predicted by poorer memory span, more hyperactivity- impulsivity symptoms, and fewer inattention symptoms at the baseline. Conclusions: For baseline memory span and hyperactivity-impulsivity symptoms, study results are consistent with a remediation or rehabilitation model in which working memory training produces more near-transfer improvement for individuals who have more baseline delay or impairment. However, the opposite relationship was found for inattention, perhaps because poor attention skills interfere with the ability to actively engage in working memory training. Clinically, this information may be useful for identifying individuals who are more likely to benefit from working memory training.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 445-458 |
| Number of pages | 14 |
| Journal | Acta Neuropsychologica |
| Volume | 12 |
| Issue number | 4 |
| DOIs | |
| State | Published - Jan 1 2014 |
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Keywords
- ADHD
- Attention problems
- Hyperactivity
- Impulsivity
- Working memory
ASJC Scopus subject areas
- Neuropsychology and Physiological Psychology
- Applied Psychology
Cite this
Predictors of change in short-term memory span following working memory training. / Hunt, Amber D.; Kronenberger, William G.; Dunn, David W.; Gibson, Bradley S.; Gondoli, Dawn M.
In: Acta Neuropsychologica, Vol. 12, No. 4, 01.01.2014, p. 445-458.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Predictors of change in short-term memory span following working memory training
AU - Hunt, Amber D.
AU - Kronenberger, William G.
AU - Dunn, David W.
AU - Gibson, Bradley S.
AU - Gondoli, Dawn M.
PY - 2014/1/1
Y1 - 2014/1/1
N2 - Background: Computer-based working memory training exercises produce improvements in performance on ability measures that are similar to the trained tasks (near-transfer), but results have been inconsistent regarding generalization of training outcomes to other abilities and behaviors, particularly those reflecting symptoms of attention deficit/ hyperactivity disorder (ADHD). In contrast to the growing body of efficacy research in this area, almost no studies have systematically investigated characteristics of subjects that predict response to working memory training. This study is an investigation of subject characteristics that predicted change in near-transfer immediate memory span performance following working memory training. Methods: Children and adolescents aged 9-16 years (N=62) with a broad range of reported symptoms of attention-deficit/hyperactivity disorder (ADHD) completed working memory training for a 25-day period. Assessments of verbal and visual working memory span and ADHD symptoms were completed at the beginning and end of working memory training. Results: Greater improvement in working memory span from baseline to post-training was predicted by poorer memory span, more hyperactivity- impulsivity symptoms, and fewer inattention symptoms at the baseline. Conclusions: For baseline memory span and hyperactivity-impulsivity symptoms, study results are consistent with a remediation or rehabilitation model in which working memory training produces more near-transfer improvement for individuals who have more baseline delay or impairment. However, the opposite relationship was found for inattention, perhaps because poor attention skills interfere with the ability to actively engage in working memory training. Clinically, this information may be useful for identifying individuals who are more likely to benefit from working memory training.
AB - Background: Computer-based working memory training exercises produce improvements in performance on ability measures that are similar to the trained tasks (near-transfer), but results have been inconsistent regarding generalization of training outcomes to other abilities and behaviors, particularly those reflecting symptoms of attention deficit/ hyperactivity disorder (ADHD). In contrast to the growing body of efficacy research in this area, almost no studies have systematically investigated characteristics of subjects that predict response to working memory training. This study is an investigation of subject characteristics that predicted change in near-transfer immediate memory span performance following working memory training. Methods: Children and adolescents aged 9-16 years (N=62) with a broad range of reported symptoms of attention-deficit/hyperactivity disorder (ADHD) completed working memory training for a 25-day period. Assessments of verbal and visual working memory span and ADHD symptoms were completed at the beginning and end of working memory training. Results: Greater improvement in working memory span from baseline to post-training was predicted by poorer memory span, more hyperactivity- impulsivity symptoms, and fewer inattention symptoms at the baseline. Conclusions: For baseline memory span and hyperactivity-impulsivity symptoms, study results are consistent with a remediation or rehabilitation model in which working memory training produces more near-transfer improvement for individuals who have more baseline delay or impairment. However, the opposite relationship was found for inattention, perhaps because poor attention skills interfere with the ability to actively engage in working memory training. Clinically, this information may be useful for identifying individuals who are more likely to benefit from working memory training.
KW - ADHD
KW - Attention problems
KW - Hyperactivity
KW - Impulsivity
KW - Working memory
UR - http://www.scopus.com/inward/record.url?scp=84922527334&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84922527334&partnerID=8YFLogxK
U2 - 10.5604/17307503.1138846
DO - 10.5604/17307503.1138846
M3 - Article
AN - SCOPUS:84922527334
VL - 12
SP - 445
EP - 458
JO - Acta Neuropsychologica
JF - Acta Neuropsychologica
SN - 1730-7503
IS - 4
ER -