大学生注意缺陷多动障碍或学习障碍的工作记忆训练。
Working memory training in college students with ADHD or LD.
机构信息
1Ontario Institute for Studies in Education, Toronto, Canada.
出版信息
J Atten Disord. 2014 May;18(4):331-45. doi: 10.1177/1087054713516490. Epub 2014 Jan 13.
OBJECTIVE
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).
METHOD
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.
RESULTS
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.
CONCLUSION
Computerized WM training is a feasible and possibly viable approach for enhancing WM in college students with ADHD or LD.
目的
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。
方法
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。
结果
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。
结论
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。
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