1Ontario Institute for Studies in Education, Toronto, Canada.
J Atten Disord. 2014 May;18(4):331-45. doi: 10.1177/1087054713516490. Epub 2014 Jan 13.
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).
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.
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.
Computerized WM training is a feasible and possibly viable approach for enhancing WM in college students with ADHD or LD.
本研究旨在确定工作记忆（WM）训练在患有注意缺陷多动障碍（ADHD）或学习障碍（LD）的大学生中的可行性和有效性。
共有 62 名学生（21 名男性，41 名女性）被随机分为 5 周强化 WM 训练组或等待名单对照组。参与者在治疗前、完成后 3 周和 2 个月随访时进行评估。标准测量是听觉言语和视觉空间 WM 的标准化测试。近迁移测量包括其他认知任务；远迁移测量包括学业任务和行为评定量表。
意向治疗分析显示，接受 WM 训练的参与者在标准 WM 测量上的改善更为显著，并且自我报告的 ADHD 症状和认知失败较少。随访评估表明，WM 的增益得以维持，认知失败的改善也得以维持。
计算机化 WM 训练是一种可行且可行的方法，可增强患有 ADHD 或 LD 的大学生的 WM。
