Working memory training in college students with attention-deficit hyperactivity disorder/ learning disabilities.

摘要

Working memory (WM) refers to the information processing system that is responsible for the maintenance plus manipulation of information. WM is necessary for the performance of complex tasks, such as reasoning and comprehension. Until relatively recently, WM capacity was thought to be a fixed trait of the individual. However, research findings on the effects of WM training programs have demonstrated otherwise. Therefore, this dissertation examined the impact of WM training in college students with Attention-Deficit/Hyperactivity Disorder (ADHD) and Learning Disabilities (LD), two neuro-developmental disorders in which WM is impaired.;The main objectives of this dissertation were to investigate training gains on the WM training program itself, transfer effects, and 2-month maintenance effects. College students with ADHD/LD, all of whom were registered with student disability services, were randomized to either the WM training program or a wait-list control group. Those who received WM training showed significantly greater improvements in the criterion WM measures (WAIS-IV Digit Span, CANTAB Spatial Span) and self-reported fewer ADHD symptoms and daily cognitive failures, compared to the control group. Analysis of participants who completed the follow-up assessment indicated that the gains in WM were maintained for at least 2 months after training.;The dissertation is presented in four chapters. The introduction provides a broad overview of the research on WM, ADHD/LD, and WM training. The second chapter expands upon the methods used in the current study. The third chapter consists of a manuscript that will be submitted for publication. The fourth and final chapter summarizes the findings of the current study and discusses its implications for future research and clinical practice.