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A cluster-randomised, controlled trial of the impact of Cogmed Working Memory Training on both academic performance and regulation of social, emotional and behavioural challenges / Caitlin HITCHCOCK in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
[article]
Titre : A cluster-randomised, controlled trial of the impact of Cogmed Working Memory Training on both academic performance and regulation of social, emotional and behavioural challenges Type de document : Texte imprimé et/ou numérique Auteurs : Caitlin HITCHCOCK, Auteur ; Martin S. WESTWELL, Auteur Année de publication : 2017 Article en page(s) : p.140-150 Langues : Anglais (eng) Mots-clés : Working memory training learning emotion regulation behaviour regulation Index. décimale : PER Périodiques Résumé : Background We explored whether school-based Cogmed Working Memory Training (CWMT) may optimise both academic and psychological outcomes at school. Training of executive control skills may form a novel approach to enhancing processes that predict academic achievement, such as task-related attention, and thereby academic performance, but also has the potential to improve the regulation of emotion, social problems and behavioural difficulties. Methods Primary school children (Mean age = 12 years, N = 148) were cluster-randomised to complete active CWMT, a nonadaptive/placebo version of CWMT, or no training. Results No evidence was found for training effects on task-related attention when performing academic tasks, or performance on reading comprehension and mathematics tasks, or teacher-reported social, emotional and behavioural difficulties. Conclusions CWMT did not improve control of attention in the classroom, or regulation of social, emotional and behavioural difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.12638 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.140-150[article] A cluster-randomised, controlled trial of the impact of Cogmed Working Memory Training on both academic performance and regulation of social, emotional and behavioural challenges [Texte imprimé et/ou numérique] / Caitlin HITCHCOCK, Auteur ; Martin S. WESTWELL, Auteur . - 2017 . - p.140-150.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.140-150
Mots-clés : Working memory training learning emotion regulation behaviour regulation Index. décimale : PER Périodiques Résumé : Background We explored whether school-based Cogmed Working Memory Training (CWMT) may optimise both academic and psychological outcomes at school. Training of executive control skills may form a novel approach to enhancing processes that predict academic achievement, such as task-related attention, and thereby academic performance, but also has the potential to improve the regulation of emotion, social problems and behavioural difficulties. Methods Primary school children (Mean age = 12 years, N = 148) were cluster-randomised to complete active CWMT, a nonadaptive/placebo version of CWMT, or no training. Results No evidence was found for training effects on task-related attention when performing academic tasks, or performance on reading comprehension and mathematics tasks, or teacher-reported social, emotional and behavioural difficulties. Conclusions CWMT did not improve control of attention in the classroom, or regulation of social, emotional and behavioural difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.12638 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 Commentary: Working memory training and ADHD – where does its potential lie? Reflections on Chacko et al. (2014) / Susan E. GATHERCOLE in Journal of Child Psychology and Psychiatry, 55-3 (March 2014)
[article]
Titre : Commentary: Working memory training and ADHD – where does its potential lie? Reflections on Chacko et al. (2014) Type de document : Texte imprimé et/ou numérique Auteurs : Susan E. GATHERCOLE, Auteur Article en page(s) : p.256-257 Langues : Anglais (eng) Mots-clés : ADHD interventions working memory training cognitive training multifaceted support Index. décimale : PER Périodiques Résumé : Chacko et al.'s investigation of the clinical utility of WM training to alleviate key symptoms of ADHD is timely and substantial, and marks a significant point in cognitive training research. Cogmed Working Memory Training (CWMT) involves intensive practice on multiple memory span tasks that increase in difficulty as performance improves with practice. Relative to a placebo version in which the span level of the memory tasks are kept at a low fixed level, Chacko et al. () found that CWMT boosted the performance of children with ADHD on short-term memory (STM) tasks similar to trained activities. Complex WM span measures sharing little overlap with the structure of training activities were not enhanced. Neither did active CWMT ameliorate classic symptoms of ADHD such as parent or teacher ratings of attentional problems, or direct measures of motor impulsivity and sustained attention. Reading, spelling, comprehension or mathematics scores similarly showed no response to training. En ligne : http://dx.doi.org/10.1111/jcpp.12196 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226
in Journal of Child Psychology and Psychiatry > 55-3 (March 2014) . - p.256-257[article] Commentary: Working memory training and ADHD – where does its potential lie? Reflections on Chacko et al. (2014) [Texte imprimé et/ou numérique] / Susan E. GATHERCOLE, Auteur . - p.256-257.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-3 (March 2014) . - p.256-257
Mots-clés : ADHD interventions working memory training cognitive training multifaceted support Index. décimale : PER Périodiques Résumé : Chacko et al.'s investigation of the clinical utility of WM training to alleviate key symptoms of ADHD is timely and substantial, and marks a significant point in cognitive training research. Cogmed Working Memory Training (CWMT) involves intensive practice on multiple memory span tasks that increase in difficulty as performance improves with practice. Relative to a placebo version in which the span level of the memory tasks are kept at a low fixed level, Chacko et al. () found that CWMT boosted the performance of children with ADHD on short-term memory (STM) tasks similar to trained activities. Complex WM span measures sharing little overlap with the structure of training activities were not enhanced. Neither did active CWMT ameliorate classic symptoms of ADHD such as parent or teacher ratings of attentional problems, or direct measures of motor impulsivity and sustained attention. Reading, spelling, comprehension or mathematics scores similarly showed no response to training. En ligne : http://dx.doi.org/10.1111/jcpp.12196 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226