Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD

Holmes, J., Gathercole, S.E., Place, M., Dunning, D.L., Hilton, K.A. and Elliott, Julian G. (2010) Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD. Applied Cognitive Psychology, 24 (6). pp. 827-836. ISSN 0888-4080

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Abstract

This study evaluated the impact of two interventions—a training program and stimulant medication—on working memory (WM) function in children with attention deficit hyperactivity disorder (ADHD). Twenty-five children aged between 8 and 11 years participated in training that taxed WM skills to the limit for a minimum of 20 days, and completed other assessments of WM and IQ before and after training, and with and without prescribed drug treatment. While medication significantly improved visuo-spatial memory performance, training led to substantial gains in all components of WM across untrained tasks. Training gains associated with the central executive persisted over a 6-month period. IQ scores were unaffected by either intervention. These findings indicate that the WM impairments in children with ADHD can be differentially ameliorated by training and by stimulant medication.

Item Type: Article
Faculty \ School: Faculty of Social Sciences > School of Psychology
Faculty of Medicine and Health Sciences > Norwich Medical School
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Depositing User: LivePure Connector
Date Deposited: 20 Oct 2021 03:30
Last Modified: 24 Nov 2021 03:12
URI: https://ueaeprints.uea.ac.uk/id/eprint/81815
DOI: 10.1002/acp.1589

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