Working memory training in children with borderline intellectual functioning and neuropsychiatric disorders: a triple‐blind randomised controlled trial

Roording-Ragetlie, Sammy; Spaltman, Mandy; Groot, Eric de; Klip, Helen; Buitelaar, Jan K.; Slaats-Willemse, Dorine

doi:10.1111/jir.12895

Cited by 8 publications

(4 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, this is not in line with our prior study, showing no superior training effects over time of an adaptive WMT in a similar patient group, compared with a placebo (non‐adaptive) WMT (Roording‐Ragetlie et al . 2021). Because no waiting list control group was added to this study, we could not control for specific conditional factors common to both groups, such as brain maturation, acquired underlying cognitive abilities, and/or practice effects.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, our triple‐blind placebo controlled randomised clinical trial in children with borderline intellectual functioning (IQ: 70–85) and neuropsychiatric disorders was unable to document superior training effects of an adaptive WMT, compared with a placebo (non‐adaptive) WMT (Roording‐Ragetlie et al . 2021). The non‐adaptive WMT was associated with significant clinical effects, suggesting that this patient group with persistent impairments in WM may benefit from a structured learning environment associated with the improvement of neurocognitive functioning and coping strategies.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Working memory training in children with neurodevelopmental disorders and intellectual disabilities, the role of coaching: A double‐blind randomised controlled trial

Roording‐Ragetlie,

Pieters,

Wennekers

et al. 2023

J intellect Disabil Res

Self Cite

View full text Add to dashboard Cite

BackgroundWorking memory training (WMT) can offer therapeutic benefits to patients with neurodevelopmental disorders (NDD) and mild to borderline intellectual disability (MBID). However, consistent evidence for treatment benefits of WMT over placebo training is missing. So far, participants in double‐blind research designs did receive non‐specific coaching, whereas active coaching based on individual training results might increase the efficacy of WMT. Furthermore, the intensity and duration of WMT is often too stressful for these children. This study therefore investigated whether a less intensive but more prolonged WMT, with active personalised coaching and feedback, would reduce behavioural symptoms and improve neurocognitive functioning and academic achievements in children with NDD and MBID.MethodA double‐blind randomised controlled trial in children (aged 10;0–13;11) with MBID (60 < IQ < 85) and ADHD and/or ASD evaluated the effects of a less intensive but prolonged version of the original Cogmed WMT (30 min a day, 4 days a week, 8 weeks in total). Eighteen participants received active, personalised coaching and feedback, based on their actual individual performance during training. Twenty‐two received general non‐personalised coaching for the same amount of time. Executive functioning, academic achievements and several behavioural measurements were administered, before and after training, with a 6‐months follow‐up.ResultsWe observed a significant effect of time on both primary and secondary outcome measures, indicating that all children improved in working memory performance and other neurocognitive and academic outcomes. The interaction between time and group was not significant.DiscussionThis study was unable to document superior effects of active personalised coaching and feedback compared with general non‐personalised coaching and no feedback in an adaptive WMT in children with MBID and NDD. The objectively documented changes over time suggest that for these vulnerable children, a regular, structured and structural contact with a coach and adapted exercises is enough to develop therapy fidelity, boost motivation and improve neurodevelopmental task performance. Further research is needed to examine which possible subgroups within this heterogenic group of children profit more from WMT compared with other subgroups.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Working memory training in children with neurodevelopmental disorders and intellectual disabilities, the role of coaching: A double‐blind randomised controlled trial

Roording‐Ragetlie,

Pieters,

Wennekers

et al. 2023

J intellect Disabil Res

Self Cite

View full text Add to dashboard Cite

show abstract

“…The assumption that there exists a cognitive transfer between skills is a highly controversial topic within the realm of neuropsychology (Owen et al, 2010; Simons et al, 2016). To suggest that interacting with AI chatbots leads to cognitive changes may be a risky assertion, given that numerous studies indicate the absence of the cognitive phenomenon known as near and far cognitive transfer (Cassetta et al, 2019; De Lillo et al, 2021; Dovis et al, 2019; Ripp et al, 2022; Roording- R agetlie et al, 2022). Furthermore, some meta-analyses point to inconsistent conclusions in clinical trials supporting this view (Kassai et al, 2019; Melby-Lervåg & Hulme, 2013; Nguyen et al, 2022; Sala & Gobet, 2020).…”

Section: Cognitive-adjustment Hypotheses Due To Pervasive Use Of Ai C...mentioning

confidence: 99%

Potential cognitive risks of generative transformer-based AI chatbots on higher order executive functions.

León-Domínguez

2024

Neuropsychology

View full text Add to dashboard Cite

Background: Chat generative retrained transformer (ChatGPT) represents a groundbreaking advancement in Artificial Intelligence (AI-chatbot) technology, utilizing transformer algorithms to enhance natural language processing and facilitating their use for addressing specific tasks. These AI chatbots can respond to questions by generating verbal instructions similar to those a person would provide during the problemsolving process. Aim: ChatGPT has become the fastest growing software in terms of user adoption in history, leading to an anticipated widespread use of this technology in the general population. Current literature is predominantly focused on the functional aspects of these technologies, but the field has not yet explored hypotheses on how these AI chatbots could impact the evolutionary aspects of human cognitive development. Thesis: The "neuronal recycling hypothesis" posits that the brain undergoes structural transformation by incorporating new cultural tools into "neural niches," consequently altering individual cognition. In the case of technological tools, it has been established that they reduce the cognitive demand needed to solve tasks through a process called "cognitive offloading." In this theoretical article, three hypotheses were proposed via forward inference about how algorithms such as ChatGPT and similar models may influence the cognitive processes and structures of upcoming generations. Conclusions: By forecasting the neurocognitive effects of these technologies, educational and political communities can anticipate future scenarios and formulate strategic plans to either mitigate or enhance the cognitive influence that these factors may have on the general population. Key PointsQuestion: Can the constant and pervasive use of AI chatbots alter our cognitive development? Findings: The pervasive use of AI chatbots may impair the efficiency of higher cognitive functions, such as problem-solving. Importance: Anticipating AI chatbots' impact on human cognition enables the development of interventions to counteract potential negative effects. Next Steps: Design and execute experimental studies investigating the positive and negative effects of AI chatbots on human cognition.

show abstract

“…In the current special issue, Roording‐Ragetlie et al . (2022) conducted a triple‐blind, randomised control trial of the CogMed Working Memory Training (CogMed; http://www.cogmed.com) intervention to determine its potential efficacy with children who have BIF and co‐occurring neuropsychiatric diagnoses. Their noteworthy findings demonstrate that participation in the CogMed activities for both treatment and control groups had effects for both near and far transfer working memory tasks.…”

Section: Implications For Treatment and Adaptation Throughout The Lif...mentioning

confidence: 99%

Executive function and intellectual disability: innovations, methods and treatment

Fidler

Lanfranchi

2021

J intellect Disabil Res

View full text Add to dashboard Cite

This editorial presents an introduction to and an overview of the current JIDR special issue on "Executive Function in Intellectual Disability." The articles included in this special issue provide a contemporary, in depth exploration of questions regarding the nature of EF in individuals with ID. Topics include the emergence of EF during early childhood in ID-related conditions, the influence of EF on other domains of development, and the relationship between EF and adaptation throughout the lifespan. This editorial synthesizes the findings presented in this special issue and identifies methodological challenges that researchers will continue to face in future investigations of this important area.

show abstract

Working memory training in children with borderline intellectual functioning and neuropsychiatric disorders: a triple‐blind randomised controlled trial

Cited by 8 publications

References 44 publications

Working memory training in children with neurodevelopmental disorders and intellectual disabilities, the role of coaching: A double‐blind randomised controlled trial

Working memory training in children with neurodevelopmental disorders and intellectual disabilities, the role of coaching: A double‐blind randomised controlled trial

Potential cognitive risks of generative transformer-based AI chatbots on higher order executive functions.

Executive function and intellectual disability: innovations, methods and treatment

Contact Info

Product

Resources

About