Neuro-Cognitive Intervention for Working Memory: Preliminary Results and Future Directions

Bree, Kathleen D.; Beljan, ABPdN Paul

doi:10.1080/21622965.2016.1167504

Cited by 6 publications

(3 citation statements)

References 42 publications

(63 reference statements)

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“…In academics, EF coordinated the temporal and spatial processes of mathematics and filters irrelevant information during calculation and reading. [686970] Therefore, the benefits of EF training program especially targeting on inhibition, WM, and planning could be extended to child's learning skills and various aspects of schooling. [537172]…”

Section: Discussionmentioning

confidence: 99%

Executive Function Training for Children with Attention Deficit Hyperactivity Disorder

Shuai

Daley

Wang

et al. 2017

Chinese Medical Journal

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Background:Accumulating evidence indicates that attention deficit hyperactivity disorder (ADHD) is associated with core deficits in executive function (EF) which predicts poorer academic and occupational functioning. This makes early intervention targeting EF impairments important to prevent long-term negative outcomes. Cognitive training is a potential ADHD treatment target. The present study aimed to explore the efficacy, feasibility, and acceptability of a cognitive training program (targeting child's multiple EF components and involving parent support in daily life), as a nonpharmacological intervention for children with ADHD.Methods:Forty-four school -age children with ADHD and their parents participated in 12 sessions of EF training (last for 12 weeks) and 88 health controls (HC) were also recruited. Training effects were explored using both neuropsychological tests (Stroop color-word test, Rey-Osterrieth complex figure test, trail making test, tower of Hanoi, and false-belief task) and reports of daily life (ADHD rating scale-IV, Conners’ parent rating scale, and behavior rating inventory of executive function [BRIEF]) by analysis of paired sample t-test and Wilcoxon signed-rank test. The differences on EF performances between children with ADHD after training and HC were explored using multivariate analysis.Results:The results (before vs. after EF training) showed that after intervention, the children with ADHD presented better performances of EF both in neuropsychological tests (word interference of Stroop: 36.1 ± 14.6 vs. 27.1 ± 11.1, t = 4.731, P < 0.001; shift time of TMT: 194.9 ± 115.4 vs. 124.8 ± 72.4, Z = –4.639, P < 0.001; false-belief task: χ2 = 6.932, P = 0.008) and reports of daily life (global executive composite of BRIEF: 148.9 ± 17.5 vs. 127.8 ± 17.5, t = 6.433, P < 0.001). The performances on EF tasks for children with ADHD after EF training could match with the level of HC children. The ADHD symptoms (ADHD rating scale total score: 32.4 ± 8.9 vs. 22.9 ± 8.2, t = 6.331, P < 0.001) and behavioral problems of the children as reported by parents also reduced significantly after the intervention. Participants reported that the EF training program was feasible to administer and acceptable.Conclusions:The EF training program was feasible and acceptable to children with ADHD and parents. Although replication with a larger sample and an active control group are needed, EF training program with multiple EF focus and parent involving in real-life activities could be a potentially promising intervention associated with significant EF (near transfer) and ADHD symptoms improvement (far transfer).

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Section: Discussionmentioning

confidence: 99%

Executive Function Training for Children with Attention Deficit Hyperactivity Disorder

Shuai

Daley

Wang

et al. 2017

Chinese Medical Journal

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“…This brain system temporarily stores multiple memories and allows for the manipulation of information required for complex cognitive tasks. In the WPPSI‐IV, the WMI is made up of two visual processing tests (recognition and localization), which require the activation of other neuroanatomical structures such as the occipital lobe (Bree & Beljan, 2016 ; Ebert et al, 2023 ). Working memory has also been found to play an important role in child development and is related to academic performance, reading comprehension, mathematical skills and language development (Cortés Pascual et al, 2019 ; Quílez‐Robres et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Prenatal vitamin B12 status and cognitive functioning in children at 4 years of age: The ECLIPSES Study

Cruz‐Rodríguez,

Canals‐Sans,

Hernández‐Martínez

et al. 2023

Maternal & Child Nutrition

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Maternal vitamin B12 deficiency has been associated with disturbed cognitive functioning in offspring at different ages during childhood. However, this association has not been explored in pre‐school‐age children. The objective of this study was to examine the association between maternal vitamin B12 levels at the beginning and end of pregnancy and cognitive functioning in their children at 4 years of age. This longitudinal prospective study included a subsample of pregnant women and their children aged 4 years (n = 249) who participated in the ECLIPSES Study conducted in the province of Tarragona, Spain, from 2013 to 2017. Maternal vitamin B12 concentrations were determined in the first and third trimesters, and sociodemographic, nutritional and psychological data were collected. The children's cognitive functioning was assessed using the Wechsler Preschool and Primary Scale of Intelligence (WPPSI‐IV) and subtests of the Neuropsychological Assessment of Development (NEPSY‐II). The multivariable models showed a significant relationship between vitamin B12 and the working memory index in the first trimester of the pregnancy but not in the third trimester. Children of mothers in the second vitamin B12 level tertile (314–413 pg/mL) (β = 6.468, 95% confidence interval [CI]: = 2.054, 10.882, p = 0.004) and third vitamin B12 level tertile (≥414 pg/mL) (β = 4.703, 95% CI: = 0.292, 9.114, p = 0.037) scored higher in the working memory index of the WPPSI‐IV than the children of mothers with vitamin B12 levels in the first tertile (<314 pg/mL). Maintaining an adequate level of maternal vitamin B12 during early pregnancy contributes to improved performance in childhood working memory at 4 years of age.

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“…However, to our knowledge, relatively few studies have assessed the relationships among academic performance, spatial working memory, and attention performance in primary school children. [25,29,[32][33][34][35][36] Gropper and Tannock revealed significant relationships between academic achievement and working memory in auditory-verbal and visuospatial tasks for college students with attention deficit hyperactivity disorder and for normal students. [37] Another study indicated that working memory ability is associated with achievement scores in English and mathematics in community school-aged children and that adolescents' levels of achievement in science and mathematics are significantly associated with working memory.…”

Section: Introductionmentioning

confidence: 99%

Effects of grade, academic performance, and sex on spatial working memory and attention in primary school children: a cross-sectional observational study

et al. 2022

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Objective: Only a few studies have investigated the development trends in spatial working memory and attention among a large sample of primary school students over a wide range of ages, while the efficiency of learning and memory processes is fundamental to academic performance, particularly for children, who are in a key developmental stage when their life opportunities can be altered. We aimed to explore how the spatial working memory and attention of primary school children are affected by grade, academic performance, and sex.Methods: In this cross-sectional observational study, students (144 boys, 139 girls, 6-13 years old) were recruited from Experimental Primary School Affiliated to Shanghai Jiao Tong University in Shanghai, China in 2018. The study protocol was reviewed and approved by the Bio-Ethics Board of the Bio-X Institutes, Shanghai Jiao Tong University. Based on a simple Spatial Working Memory and Attention Test on Paired Symbols test, we evaluate 283 participants' working memory and attention ability.Results: Attention and working memory performance were enhanced as a positive function of grade in primary school children, and students who showed better academic achievement also performed better on the working memory task. However, attention and working memory performance were not affected by sex.Conclusion: Attention and working memory performance of primary school students develop with grade and corresponds to Better academic performance. Attention and working memory ability do not differ significantly between boys and girls.

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Neuro-Cognitive Intervention for Working Memory: Preliminary Results and Future Directions

Cited by 6 publications

References 42 publications

Executive Function Training for Children with Attention Deficit Hyperactivity Disorder

Executive Function Training for Children with Attention Deficit Hyperactivity Disorder

Prenatal vitamin B12 status and cognitive functioning in children at 4 years of age: The ECLIPSES Study

Effects of grade, academic performance, and sex on spatial working memory and attention in primary school children: a cross-sectional observational study

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