Title

The Effectiveness of Working Memory Training on Classroom-Related Attention

Publication Date

7-2013

Abstract

The role of working memory (WM) in disorders of attention and learning is well established in the literature, some suggesting that low working memory may be a core deficit in AD/HD. As such, computerized cognitive interventions to improve WM have been developed and shown promise by demonstrating training effects such as improved attention and fluid reasoning. However, debate continues as to whether adaptive training leads to improvement on non-trained tasks. Little research has demonstrated improvements that generalize to "real life" WM or attention. The current study examined the effectiveness of WM training on real-world attention performance. Participants included 15 children, ages 6-15, identified as having learning and attention problems. Both before and after completing 5 weeks of WM training, each child was assessed via the Virtual Classroom Continuous Performance Task, a validated measure of sustained attention set within a virtual environment. Results suggested that WM training led to substantial improvements in sustained attention in a real life scenario (classroom learning), as evidenced by decreases in omission errors, reaction time, and hit variability. Observing such improvements on ecologically relevant measures of attention adds to the discussion that computerized WM training may be a viable option to treat attention disorders.

First Advisor

Marion, Sarah DeBoard

Date Uploaded

10-11-2018

Collection Number

Psych0371E

Document Type

Dissertation

File Name

Coleman_fuller.psych_0371E_10059

Language

English

Keywords

Short-term memory, Attention-deficit-disordered children, Attention-deficit hyperactivity disorder

Disciplines

Psychology

Rights

Material hosted by ProQuest subject to copyright

Comments

This was uploaded by the David Allan Hubbard Library from the ProQuest Dissertations and Theses (ProQuest). If there are any mistakes in this record, please contact archives@fuller.edu.

ProQuest URL

https://search.proquest.com/docview/1556137397/fulltextPDF/AD854903ED43419BPQ/1?accountid=11008

Upload File

wf_no

Embargo Period

10-11-2018

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