Near and Far Transfer Effects of Computerized Progressive Attention Training (CPAT) Versus Mindfulness Based Stress Reduction (MBSR) Practice Among Adults With ADHD

Stern, Pnina; Kolodny, Tamar; Tsafrir, Shlomit; Cohen, Galit; Shalev, Lilach

doi:10.1177/10870547231155877

Cited by 4 publications

(2 citation statements)

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“…However, some difficulties may persist or even begin to appear in middle school due to the increased complexity of the material in math. Considering the involvement of cognitive control mechanisms in math achievement among adolescents, intervention programs in math may also incorporate EF training (e.g., [70][71][72]). It is crucial to recognize that math challenges may stem from cognitive sources beyond math itself, allowing for cognitive interventions, including cognitive control training, to improve math performance in certain cases.…”

Section: Discussionmentioning

confidence: 99%

Cognitive Control among Primary- and Middle-School Students and Their Associations with Math Achievement

Farhi,

Gliksman,

Shalev

2024

Education Sciences

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Background: Math achievement is an important predictor of academic success. While many studies have examined math achievement in young children, studies with older children are scarce. This study focused on primary- and middle-school students, examining math achievements and cognitive control. Cognitive control was assessed referring to both domain-specific and domain-general cognitive control mechanisms and eliciting both simple and complex levels of conflict, and their association with math achievements. Methods: One-hundred-and-twenty-two participants performed two versions of a cognitive control task: a numerical Stroop task (NST; manipulating the numerical and physical size of Arabic numerals) and a perceptual Stroop task (PST; manipulating the location and direction of an arrow). For math achievements, participants performed math fluency and math curriculum tests. Results: Overall, the congruency effect was smaller in older students than in younger ones. Moreover, all participants demonstrated a similar congruency effect in the simple conflict task, whereas younger students showed a larger congruency effect in the complex conflict task. In addition, performance on the basic math fluency task was predicted by both Stroop tasks. However, performance on the comprehensive math achievement test was predicted only by the PST. Conclusions: Our results demonstrated enhanced cognitive control abilities of middle-school students and suggest that they can contribute to math achievements. We call for considering the implementation of both domain-specific and domain-general cognitive control activities as a potential approach to support math achievements.

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Section: Discussionmentioning

confidence: 99%

Cognitive Control among Primary- and Middle-School Students and Their Associations with Math Achievement

Farhi,

Gliksman,

Shalev

2024

Education Sciences

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“…Less organized recall of students with ADHD may be attributed to processes during either encoding or retrieval. During encoding, attentional deficits may have caused an inattentive reading pattern during which readers read the text back and forth in an attempt to understand sentences they had read during periods of inattention ( Stern et al, 2023 ), which in turn may have generated a less organized encoding. During retrieval, the ability of participants to successfully retrieve studied material on a free-recall task depends on the moment-to-moment generation of internally maintained retrieval cues and the associations between these cues and the stored information ( Tulving, 1983 ; Polyn et al, 2009 ).…”

Section: Discussionmentioning

confidence: 99%

Free-recall retrieval practice tasks for students with ADHD: whole-text versus section recall

Stern,

Halamish

2023

Front. Psychol.

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IntroductionThe present study examined the relative effectiveness of two free-recall-based retrieval practice methods for text learning among students with ADHD.MethodParticipants with and without ADHD read texts and practiced them by freely recalling the information either after reading each section or after reading the whole text. Two days later, participants completed a free-recall criterion test on the texts.ResultsThe results suggested that although more idea units were recalled during practice in the section recall condition than in the whole-text recall condition, the whole-text recall condition outperformed the section recall condition on the criterion test in terms of the proportion of idea units recalled, although neither retrieval practice conditions outperformed restudying. These findings were obtained for both groups. Exploratory analyses further demonstrated a benefit of the whole-text over section recall also in terms of the order in which idea unites were recalled and suggested that the recall of ADHD participants was less well ordered compared with participants without ADHD.DiscussionBased on these findings, when using retrieval practice, whole-text free-recall can be recommended for students with ADHD, along with implementing strategies to enhance the mental organization of the studied materials.

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Computerised Attention Functions Training Versus Computerised Executive Functions Training for Children with Attention Deficit/Hyperactivity Disorder: A Randomised Controlled Trial

Trinczer,

Shalev

2024

JCM

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Background: Attention deficit/hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder characterised by deficits in attention, hyperactivity, and impulsivity. Current treatments, such as stimulant medication and behavioural therapy, ameliorate symptoms but do not address the core cognitive dysfunctions. This study aimed to investigate the effects of two computerised neurocognitive training programs, attention functions training and executive functions training, in children with ADHD. Methods: Eighty children with ADHD (ages 8–13) were randomly assigned to one of three groups: Attention functions training (AFT), targeting sustained, selective-spatial, orienting, and executive attention; executive functions training (EFT), focusing on working memory, cognitive flexibility, and problem solving; or a passive control group. Training sessions were administered in small groups twice a week for nine weeks. Participants underwent comprehensive assessments of attention (Continuous Performance Test, Conjunctive Visual Search Task), executive functions (Corsi Block-Tapping Tasks), nonverbal reasoning (Raven’s Colored Progressive Matrices), parent-rated behavioural symptoms, and arithmetic performance at baseline, post-intervention, and follow-up. Results: The AFT group demonstrated significant improvements in sustained and selective-spatial attention, nonverbal reasoning, inattentive symptoms, and arithmetic performance, and most improvements persisted at follow-up. The EFT group showed gains in nonverbal reasoning and inattentive symptoms, although no improvements were documented in working memory or in parent ratings of executive functions. Conclusions: The AFT program that addressed core attentional functions in children with ADHD produced robust cognitive and behavioural benefits, whereas the EFT program yielded behavioural benefits and a limited improvement in executive functions. Future research should explore different training protocols for broader gains in executive functions. These findings support the potential of theory-driven, structured neurocognitive training targeting basic cognitive functions as an effective small-group intervention for ADHD.

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Near and Far Transfer Effects of Computerized Progressive Attention Training (CPAT) Versus Mindfulness Based Stress Reduction (MBSR) Practice Among Adults With ADHD

Cited by 4 publications

References 62 publications

Cognitive Control among Primary- and Middle-School Students and Their Associations with Math Achievement

Cognitive Control among Primary- and Middle-School Students and Their Associations with Math Achievement

Free-recall retrieval practice tasks for students with ADHD: whole-text versus section recall

Computerised Attention Functions Training Versus Computerised Executive Functions Training for Children with Attention Deficit/Hyperactivity Disorder: A Randomised Controlled Trial

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