Previous studies indicated that children with attention-deficit/hyperactivity disorder (ADHD) often suffer from deficits in executive function, such as attentional control, inhibition, and working memory. One of these executive functions, working memory, plays a critical role in academic performance and classroom behavior. Working memory is essential for performing complex cognitive tasks such as comprehension, learning, and reasoning. Several studies have shown that training of working memory has positive effects for ADHD and other cognitive disorder in children. However, transfer effects across studies appear to be variable and inconsistent. Event-related potentials can be a useful tool to gain insights into such mechanism. Therefore, the aim of the present study is to investigate both near and far transfer effects of N-back training in children with ADHD. In addition, the recording and analysis of event-related potentials will be adopted while children with ADHD perform the complex visuo-spatial and phonological working memory tasks.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
SINGLE
Enrollment
40
n-back training program
visual-perceptual training program
Chang Gung University
Taoyuan, Taiwan
Automated Working Memory Assessment
Visuospatial working memory change after intervention measured by Automated Working Memory Assessment
Time frame: 6 weeks
Working memory index in Wechsler Intelligence Scale for Children-IV
Verbal working memory change after intervention measured by Working memory index in WISC-IV
Time frame: 6 weeks
Event-related potentials
Event-related potentials are measured brain response on effects of working memory training
Time frame: 6 weeks
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