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Psychology Commons

Open Access. Powered by Scholars. Published by Universities.®

2013

University of Central Florida

Working memory

Articles 1 - 2 of 2

Full-Text Articles in Psychology

Hyperactivity In Attention-Deficit/Hyperactivity Disorder (Adhd): Testing Functional Relationships With Phonological Working Memory Performance And Attention, Dustin Sarver Jan 2013

Hyperactivity In Attention-Deficit/Hyperactivity Disorder (Adhd): Testing Functional Relationships With Phonological Working Memory Performance And Attention, Dustin Sarver

Electronic Theses and Dissertations

Excessive gross motor activity is currently considered a ubiquitous and disruptive feature of attention-deficit/hyperactivity disorder (ADHD); however, an alternative model challenges this premise and hypothesizes a functional relationship between activity level, attention, and working memory. The current study investigated whether, and the extent to which, particular forms of gross motor activity are functionally related to children’s attention and phonological working memory performance. Objective observations of children’s gross motor movements and attention by independent observers were conducted while children with ADHD (n = 29) and typically developing children (n = 23) completed multiple counterbalanced tasks entailing low and high phonological working …


Do Programs Designed To Train Working Memory, Other Executive Functions, And Attention Benefit Children With Adhd? A Meta-Analytic Review Of Cognitive, Academic, And Behavioral Outcomes, Sarah Orban Jan 2013

Do Programs Designed To Train Working Memory, Other Executive Functions, And Attention Benefit Children With Adhd? A Meta-Analytic Review Of Cognitive, Academic, And Behavioral Outcomes, Sarah Orban

Electronic Theses and Dissertations

Children with ADHD are characterized frequently as possessing underdeveloped executive functions and sustained attentional abilities, and recent commercial claims suggest that computer-based cognitive training can remediate these impairments and provide significant and lasting improvement in their attention, impulse control, social functioning, academic performance, and complex reasoning skills. The present review critically evaluates these claims through meta-analysis of 25 studies of facilitative intervention training (i.e., cognitive training) for children with ADHD. Random effects models corrected for publication bias and sampling error revealed that studies training short-term memory alone resulted in moderate magnitude improvements in short-term memory (d= 0.63), whereas training attention …