Working Memory Training in Post-Secondary Students with ADHD: A Randomized Controlled Study
To determine whether standard-length computerized training enhances working memory (WM), transfers to other cognitive domains and shows sustained effects, when controlling for motivation, engagement, and expectancy. 97 post-secondary students (59.8% female) aged 18-35 years with Attention-Deficit/Hy...
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| creator | Mawjee, Karizma Woltering, Steven Tannock, Rosemary |
| description | To determine whether standard-length computerized training enhances working memory (WM), transfers to other cognitive domains and shows sustained effects, when controlling for motivation, engagement, and expectancy.
97 post-secondary students (59.8% female) aged 18-35 years with Attention-Deficit/Hyperactivity Disorder, were randomized into standard-length adaptive Cogmed WM training (CWMT; 45-min/session), a shortened-length adaptive version of CWMT (15 min/session) that controlled for motivation, engagement and expectancy of change, or into a no training group (waitlist-control group). All three groups received weekly telephone calls from trained coaches, who supervised the CWMT and were independent from the research team. All were evaluated before and 3 weeks post-training; those in the two CWMT groups were also assessed 3 months post-training. Untrained outcome measures of WM included the WAIS-IV Digit Span (auditory-verbal WM), CANTAB Spatial Span (visual-spatial WM) and WRAML Finger Windows (visual-spatial WM). Transfer-of-training effects included measures of short-term memory, cognitive speed, math and reading fluency, complex reasoning, and ADHD symptoms.
Performance on 5/7 criterion measures indicated that shortened-length CWMT conferred as much benefit on WM performance as did standard-length training, with both CWMT groups improving more than the waitlist-control group. Only 2 of these findings remained robust after correcting for multiple comparisons. Follow-up analyses revealed that post-training improvements on WM performance were maintained for at least three months. There was no evidence of any transfer effects but the standard-length group showed improvement in task-specific strategy use.
This study failed to find robust evidence of benefits of standard-length CWMT for improving WM in college students with ADHD and the overall pattern of findings raise questions about the specificity of training effects.
ClinicalTrials.gov NCT01657721. |
| doi_str_mv | 10.1371/journal.pone.0137173 |
| format | Article |
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97 post-secondary students (59.8% female) aged 18-35 years with Attention-Deficit/Hyperactivity Disorder, were randomized into standard-length adaptive Cogmed WM training (CWMT; 45-min/session), a shortened-length adaptive version of CWMT (15 min/session) that controlled for motivation, engagement and expectancy of change, or into a no training group (waitlist-control group). All three groups received weekly telephone calls from trained coaches, who supervised the CWMT and were independent from the research team. All were evaluated before and 3 weeks post-training; those in the two CWMT groups were also assessed 3 months post-training. Untrained outcome measures of WM included the WAIS-IV Digit Span (auditory-verbal WM), CANTAB Spatial Span (visual-spatial WM) and WRAML Finger Windows (visual-spatial WM). Transfer-of-training effects included measures of short-term memory, cognitive speed, math and reading fluency, complex reasoning, and ADHD symptoms.
Performance on 5/7 criterion measures indicated that shortened-length CWMT conferred as much benefit on WM performance as did standard-length training, with both CWMT groups improving more than the waitlist-control group. Only 2 of these findings remained robust after correcting for multiple comparisons. Follow-up analyses revealed that post-training improvements on WM performance were maintained for at least three months. There was no evidence of any transfer effects but the standard-length group showed improvement in task-specific strategy use.
This study failed to find robust evidence of benefits of standard-length CWMT for improving WM in college students with ADHD and the overall pattern of findings raise questions about the specificity of training effects.
ClinicalTrials.gov NCT01657721.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0137173</identifier><identifier>PMID: 26397109</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject>Adolescent ; Adult ; Adults ; Attention Deficit Disorder with Hyperactivity - psychology ; Attention Deficit Disorder with Hyperactivity - therapy ; Attention deficit hyperactivity disorder ; Care and treatment ; Cognition & reasoning ; Cognitive ability ; Cognitive Behavioral Therapy ; Colleges & universities ; Computer memory ; Design ; Expectancy ; Female ; Humans ; Hyperactivity ; Life assessment ; Male ; Memory ; Memory, Short-Term ; Motivation ; Neuropsychology ; Neurosciences ; Older people ; Prevention ; Psychology ; Randomization ; Short term memory ; Spatial Memory ; Special education ; Students ; Studies ; Telephone calls ; Training ; Treatment Outcome ; Visual effects ; Young Adult</subject><ispartof>PloS one, 2015-09, Vol.10 (9), p.e0137173-e0137173</ispartof><rights>COPYRIGHT 2015 Public Library of Science</rights><rights>2015 Mawjee et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2015 Mawjee et al 2015 Mawjee et al</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c692t-e3b8b2c27fe9fd1a220e29f1ae8c2743ed8792b02e204d456af817207edf74cd3</citedby><cites>FETCH-LOGICAL-c692t-e3b8b2c27fe9fd1a220e29f1ae8c2743ed8792b02e204d456af817207edf74cd3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC4580470/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC4580470/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,727,780,784,864,885,2100,2926,23865,27923,27924,53790,53792,79371,79372</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/26397109$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Christiansen, Hanna</contributor><creatorcontrib>Mawjee, Karizma</creatorcontrib><creatorcontrib>Woltering, Steven</creatorcontrib><creatorcontrib>Tannock, Rosemary</creatorcontrib><title>Working Memory Training in Post-Secondary Students with ADHD: A Randomized Controlled Study</title><title>PloS one</title><addtitle>PLoS One</addtitle><description>To determine whether standard-length computerized training enhances working memory (WM), transfers to other cognitive domains and shows sustained effects, when controlling for motivation, engagement, and expectancy.
97 post-secondary students (59.8% female) aged 18-35 years with Attention-Deficit/Hyperactivity Disorder, were randomized into standard-length adaptive Cogmed WM training (CWMT; 45-min/session), a shortened-length adaptive version of CWMT (15 min/session) that controlled for motivation, engagement and expectancy of change, or into a no training group (waitlist-control group). All three groups received weekly telephone calls from trained coaches, who supervised the CWMT and were independent from the research team. All were evaluated before and 3 weeks post-training; those in the two CWMT groups were also assessed 3 months post-training. Untrained outcome measures of WM included the WAIS-IV Digit Span (auditory-verbal WM), CANTAB Spatial Span (visual-spatial WM) and WRAML Finger Windows (visual-spatial WM). Transfer-of-training effects included measures of short-term memory, cognitive speed, math and reading fluency, complex reasoning, and ADHD symptoms.
Performance on 5/7 criterion measures indicated that shortened-length CWMT conferred as much benefit on WM performance as did standard-length training, with both CWMT groups improving more than the waitlist-control group. Only 2 of these findings remained robust after correcting for multiple comparisons. Follow-up analyses revealed that post-training improvements on WM performance were maintained for at least three months. There was no evidence of any transfer effects but the standard-length group showed improvement in task-specific strategy use.
This study failed to find robust evidence of benefits of standard-length CWMT for improving WM in college students with ADHD and the overall pattern of findings raise questions about the specificity of training effects.
ClinicalTrials.gov NCT01657721.</description><subject>Adolescent</subject><subject>Adult</subject><subject>Adults</subject><subject>Attention Deficit Disorder with Hyperactivity - psychology</subject><subject>Attention Deficit Disorder with Hyperactivity - therapy</subject><subject>Attention deficit hyperactivity disorder</subject><subject>Care and treatment</subject><subject>Cognition & reasoning</subject><subject>Cognitive ability</subject><subject>Cognitive Behavioral Therapy</subject><subject>Colleges & universities</subject><subject>Computer memory</subject><subject>Design</subject><subject>Expectancy</subject><subject>Female</subject><subject>Humans</subject><subject>Hyperactivity</subject><subject>Life assessment</subject><subject>Male</subject><subject>Memory</subject><subject>Memory, Short-Term</subject><subject>Motivation</subject><subject>Neuropsychology</subject><subject>Neurosciences</subject><subject>Older people</subject><subject>Prevention</subject><subject>Psychology</subject><subject>Randomization</subject><subject>Short term memory</subject><subject>Spatial Memory</subject><subject>Special education</subject><subject>Students</subject><subject>Studies</subject><subject>Telephone calls</subject><subject>Training</subject><subject>Treatment Outcome</subject><subject>Visual effects</subject><subject>Young Adult</subject><issn>1932-6203</issn><issn>1932-6203</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>DOA</sourceid><recordid>eNqNk99v0zAQxyMEYmPwHyCIhITgocW_Eic8IFUdsEpDQ-uABx4sN7607hK72A4w_nqcNZtatAfkB9vnz319d_YlyVOMxphy_GZtO2dkM95YA2PUmzi9lxzikpJRThC9v7M-SB55v0Yoo0WeP0wOSE5LjlF5mHz_Zt2lNsv0E7TWXaUXTmrT77VJP1sfRnOorFEyHs1Dp8AEn_7SYZVOjk-O36aT9FwaZVv9B1Q6tSY42zRx2bNXj5MHtWw8PBnmo-TLh_cX05PR6dnH2XRyOqrykoQR0EWxIBXhNZS1wpIQBKSssYQiGhkFVfCSLBABgphiWS7rAnOCOKias0rRo-T5VnfTWC-GuniBecwfMYpQJGZbQlm5Fhun25iQsFKLa4N1SyFd0FUDYlHyTNZcoZJiVqiipIxQKissq0xBzqLWu-G2btGCqmJJnGz2RPdPjF6Jpf0pWFYgxvtgXg0Czv7owAfRal9B00gDtruOmzPOWIYj-uIf9O7sBmopYwLa1DbeW_WiYsJImSOMUB_3-A4qDgWtjm8MtY72PYfXew6RCfA7LGXnvZjNz_-fPfu6z77cYVcgm7DytumCtsbvg2wLVs5676C-LTJGov_wN9UQfQ-IoQei27PdB7p1uvn09C_eDwAE</recordid><startdate>20150923</startdate><enddate>20150923</enddate><creator>Mawjee, Karizma</creator><creator>Woltering, Steven</creator><creator>Tannock, Rosemary</creator><general>Public Library of Science</general><general>Public Library of Science (PLoS)</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>IOV</scope><scope>ISR</scope><scope>3V.</scope><scope>7QG</scope><scope>7QL</scope><scope>7QO</scope><scope>7RV</scope><scope>7SN</scope><scope>7SS</scope><scope>7T5</scope><scope>7TG</scope><scope>7TM</scope><scope>7U9</scope><scope>7X2</scope><scope>7X7</scope><scope>7XB</scope><scope>88E</scope><scope>8AO</scope><scope>8C1</scope><scope>8FD</scope><scope>8FE</scope><scope>8FG</scope><scope>8FH</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABJCF</scope><scope>ABUWG</scope><scope>AEUYN</scope><scope>AFKRA</scope><scope>ARAPS</scope><scope>ATCPS</scope><scope>AZQEC</scope><scope>BBNVY</scope><scope>BENPR</scope><scope>BGLVJ</scope><scope>BHPHI</scope><scope>C1K</scope><scope>CCPQU</scope><scope>D1I</scope><scope>DWQXO</scope><scope>FR3</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>H94</scope><scope>HCIFZ</scope><scope>K9.</scope><scope>KB.</scope><scope>KB0</scope><scope>KL.</scope><scope>L6V</scope><scope>LK8</scope><scope>M0K</scope><scope>M0S</scope><scope>M1P</scope><scope>M7N</scope><scope>M7P</scope><scope>M7S</scope><scope>NAPCQ</scope><scope>P5Z</scope><scope>P62</scope><scope>P64</scope><scope>PATMY</scope><scope>PDBOC</scope><scope>PIMPY</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PTHSS</scope><scope>PYCSY</scope><scope>RC3</scope><scope>7X8</scope><scope>5PM</scope><scope>DOA</scope></search><sort><creationdate>20150923</creationdate><title>Working Memory Training in Post-Secondary Students with ADHD: A Randomized Controlled Study</title><author>Mawjee, Karizma ; Woltering, Steven ; Tannock, Rosemary</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c692t-e3b8b2c27fe9fd1a220e29f1ae8c2743ed8792b02e204d456af817207edf74cd3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Adolescent</topic><topic>Adult</topic><topic>Adults</topic><topic>Attention Deficit Disorder with Hyperactivity - psychology</topic><topic>Attention Deficit Disorder with Hyperactivity - therapy</topic><topic>Attention deficit hyperactivity disorder</topic><topic>Care and treatment</topic><topic>Cognition & reasoning</topic><topic>Cognitive ability</topic><topic>Cognitive Behavioral Therapy</topic><topic>Colleges & universities</topic><topic>Computer memory</topic><topic>Design</topic><topic>Expectancy</topic><topic>Female</topic><topic>Humans</topic><topic>Hyperactivity</topic><topic>Life assessment</topic><topic>Male</topic><topic>Memory</topic><topic>Memory, Short-Term</topic><topic>Motivation</topic><topic>Neuropsychology</topic><topic>Neurosciences</topic><topic>Older people</topic><topic>Prevention</topic><topic>Psychology</topic><topic>Randomization</topic><topic>Short term memory</topic><topic>Spatial Memory</topic><topic>Special education</topic><topic>Students</topic><topic>Studies</topic><topic>Telephone calls</topic><topic>Training</topic><topic>Treatment Outcome</topic><topic>Visual effects</topic><topic>Young Adult</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Mawjee, Karizma</creatorcontrib><creatorcontrib>Woltering, Steven</creatorcontrib><creatorcontrib>Tannock, Rosemary</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Gale In Context: Opposing Viewpoints</collection><collection>Gale In Context: Science</collection><collection>ProQuest Central (Corporate)</collection><collection>Animal Behavior Abstracts</collection><collection>Bacteriology Abstracts (Microbiology B)</collection><collection>Biotechnology Research Abstracts</collection><collection>Nursing & Allied Health Database</collection><collection>Ecology Abstracts</collection><collection>Entomology Abstracts (Full archive)</collection><collection>Immunology Abstracts</collection><collection>Meteorological & Geoastrophysical Abstracts</collection><collection>Nucleic Acids Abstracts</collection><collection>Virology and AIDS Abstracts</collection><collection>Agricultural Science Collection</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Medical Database (Alumni Edition)</collection><collection>ProQuest Pharma Collection</collection><collection>Public Health Database</collection><collection>Technology Research Database</collection><collection>ProQuest SciTech Collection</collection><collection>ProQuest Technology Collection</collection><collection>ProQuest Natural Science Collection</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Materials Science & Engineering Collection</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest One Sustainability</collection><collection>ProQuest Central UK/Ireland</collection><collection>Advanced Technologies & Aerospace Collection</collection><collection>Agricultural & Environmental Science Collection</collection><collection>ProQuest Central Essentials</collection><collection>Biological Science Collection</collection><collection>ProQuest Central</collection><collection>Technology Collection</collection><collection>Natural Science Collection</collection><collection>Environmental Sciences and Pollution Management</collection><collection>ProQuest One Community College</collection><collection>ProQuest Materials Science Collection</collection><collection>ProQuest Central Korea</collection><collection>Engineering Research Database</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>AIDS and Cancer Research Abstracts</collection><collection>SciTech Premium Collection</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Materials Science Database</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Meteorological & Geoastrophysical Abstracts - 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Academic</collection><collection>PubMed Central (Full Participant titles)</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>PloS one</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Mawjee, Karizma</au><au>Woltering, Steven</au><au>Tannock, Rosemary</au><au>Christiansen, Hanna</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Working Memory Training in Post-Secondary Students with ADHD: A Randomized Controlled Study</atitle><jtitle>PloS one</jtitle><addtitle>PLoS One</addtitle><date>2015-09-23</date><risdate>2015</risdate><volume>10</volume><issue>9</issue><spage>e0137173</spage><epage>e0137173</epage><pages>e0137173-e0137173</pages><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract>To determine whether standard-length computerized training enhances working memory (WM), transfers to other cognitive domains and shows sustained effects, when controlling for motivation, engagement, and expectancy.
97 post-secondary students (59.8% female) aged 18-35 years with Attention-Deficit/Hyperactivity Disorder, were randomized into standard-length adaptive Cogmed WM training (CWMT; 45-min/session), a shortened-length adaptive version of CWMT (15 min/session) that controlled for motivation, engagement and expectancy of change, or into a no training group (waitlist-control group). All three groups received weekly telephone calls from trained coaches, who supervised the CWMT and were independent from the research team. All were evaluated before and 3 weeks post-training; those in the two CWMT groups were also assessed 3 months post-training. Untrained outcome measures of WM included the WAIS-IV Digit Span (auditory-verbal WM), CANTAB Spatial Span (visual-spatial WM) and WRAML Finger Windows (visual-spatial WM). Transfer-of-training effects included measures of short-term memory, cognitive speed, math and reading fluency, complex reasoning, and ADHD symptoms.
Performance on 5/7 criterion measures indicated that shortened-length CWMT conferred as much benefit on WM performance as did standard-length training, with both CWMT groups improving more than the waitlist-control group. Only 2 of these findings remained robust after correcting for multiple comparisons. Follow-up analyses revealed that post-training improvements on WM performance were maintained for at least three months. There was no evidence of any transfer effects but the standard-length group showed improvement in task-specific strategy use.
This study failed to find robust evidence of benefits of standard-length CWMT for improving WM in college students with ADHD and the overall pattern of findings raise questions about the specificity of training effects.
ClinicalTrials.gov NCT01657721.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>26397109</pmid><doi>10.1371/journal.pone.0137173</doi><oa>free_for_read</oa></addata></record> |
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| subjects | Adolescent Adult Adults Attention Deficit Disorder with Hyperactivity - psychology Attention Deficit Disorder with Hyperactivity - therapy Attention deficit hyperactivity disorder Care and treatment Cognition & reasoning Cognitive ability Cognitive Behavioral Therapy Colleges & universities Computer memory Design Expectancy Female Humans Hyperactivity Life assessment Male Memory Memory, Short-Term Motivation Neuropsychology Neurosciences Older people Prevention Psychology Randomization Short term memory Spatial Memory Special education Students Studies Telephone calls Training Treatment Outcome Visual effects Young Adult |
| title | Working Memory Training in Post-Secondary Students with ADHD: A Randomized Controlled Study |
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