BMC psychology · 2024
Improving cognitive function in Chinese children with ADHD and/or RD through computerized working memory training.
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Poon Kean, Ho Mimi S H, Wang Li-Chih, Lee Hee Min, Lau Way K W, Chan Winnie Wai Lan
Аннотация
BACKGROUND: Prior research has found that children with attention-deficit hyperactivity disorder (ADHD) and reading difficulties (RD) are at an elevated risk of developing further cognitive deficits and developmental challenges [1]. ADHD and RD are characterized by a deficit in working memory, which negatively affects learning and behavior. The main aims of this study were to design a working memory training app and examine its effectiveness through a 5-week training program in Chinese children with ADHD and/or RD.
METHODS: There were three experimental groups, with 26 participants in the ADHD group, 38 participants in the RD group, and 24 participants in the ADHD + RD group. The typically developing (TD) control group had 32 participants. All participants completed the pretest and posttest assessments on executive function and reading performance.
RESULTS: The findings indicate that the experimental groups improved performance in verbal and visual-spatial working memory as well as Chinese word reading. There was an overall reduction in functional impairment following the training, in contrast to the TD group.
CONCLUSION: This study showed that working memory can be improved through computerized training in children with ADHD and/or RD. The implications of future research in working memory are discussed.
TRIAL REGISTRATION: Clinical Trials Identifier: NCT06567444 (retrospectively registered) on 20 August 2024.
METHODS: There were three experimental groups, with 26 participants in the ADHD group, 38 participants in the RD group, and 24 participants in the ADHD + RD group. The typically developing (TD) control group had 32 participants. All participants completed the pretest and posttest assessments on executive function and reading performance.
RESULTS: The findings indicate that the experimental groups improved performance in verbal and visual-spatial working memory as well as Chinese word reading. There was an overall reduction in functional impairment following the training, in contrast to the TD group.
CONCLUSION: This study showed that working memory can be improved through computerized training in children with ADHD and/or RD. The implications of future research in working memory are discussed.
TRIAL REGISTRATION: Clinical Trials Identifier: NCT06567444 (retrospectively registered) on 20 August 2024.