Component analysis of verbal versus spatial working memory training in adolescents with ADHD: A randomized, controlled trial

Gibson, Bradley S.; Gondoli, Dawn M.; Johnson, Ann C.; Steeger, Christine M.; Dobrzenski, Bradley A.; Morrissey, Rebecca A.

doi:10.1080/09297049.2010.551186

Cited by 71Attention Deficit Hyperactivity DisorderCognitive Abilities and TestingDevelopmental and Educational Neuropsychology

Component analysis of verbal versus spatial working memory training in adolescents with ADHD: A randomized, controlled trial

Gibson, Bradley S., Gondoli, Dawn M., Johnson, Ann C., Steeger, Christine M., Dobrzenski, Bradley A., Morrissey, Rebecca A.·2011·Child Neuropsychology

DOI 10.1080/09297049.2010.551186

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Abstract

Adaptive training of working memory (WM) using the Cogmed-RM intervention has recently shown some efficacy as an alternative treatment for ADHD, but this intervention may not be optimally designed. A recent component analysis of WM has suggested that maintenance in primary memory (PM) appears to be largely intact whereas recall from secondary memory (SM) appears to be deficient in ADHD relative to age-matched controls. However, extrapolating from basic research, there is reason to believe that Cogmed-RM may target the PM component more than the SM component; though training with spatial exercises may target the SM component more than training with verbal exercises. To investigate, participants diagnosed with ADHD were randomly assigned to either a verbal training condition (n = 24) or a spatial training condition (n = 23) using a randomized, controlled design, and both groups were instructed to complete at least 20 days of training. The PM and SM components of WM were assessed immediately before and after training using both verbal and spatial free recall tasks. The main findings showed that both versions of the intervention enhanced the maintenance of information in PM regardless of test modality, but not the recall of information from SM. Therefore, the component of WM that is improved by Cogmed-RM is not the same component of WM that is deficient in ADHD.

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Existing working memory training programs for ADHD appear to target short-term storage and rehearsal rather than central executive deficits.
“multiple, independent investigations reveal that existing neurocognitive training interventions intended to train working memory appear to target short-term storage/rehearsal rather than central executive deficits (Chacko et al., 2013b, Gibson et al., 2011; Rapport et al., 2013).”
From Improving Outcomes for Youth with ADHD: A Conceptual Framework for Combined Neurocognitive and Skill-Based Treatment Approaches (2014) · cites this paper as Gibson et al., 2011

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Authors: Gibson, B. S., Gondoli, D. M., Johnson, A. C., Steeger, C. M., Dobrzenski, B. A., & Morrissey, R. A.
Affiliations: University of Notre Dame (US)
Corresponding author: Gibson, Bradley S.
ORCID: Gibson, Bradley S.
Gondoli, Dawn M.
Steeger, Christine M.
Morrissey, Rebecca A.
Venue: Child Neuropsychology
Publisher: Informa UK Limited
Published: 2011-11
Volume: 17
Issue: 6
Pages: 546-563
ISSN: 0929-7049 (ISSN-L)
1744-4136
DOI: 10.1080/09297049.2010.551186
OpenAlex: W2166711339
Cited by: 71
References: 31
Citations by year: 2025: 2 · 2024: 1 · 2023: 2 · 2022: 2 · 2021: 3 · 2020: 4 · 2019: 4 · 2018: 7 · 2017: 4 · 2016: 8 · 2015: 6 · 2014: 9 · 2013: 8 · 2012: 11
FWCI: 6.13
Type: journal article
Language: en
Open access: closed
Locations: Child Neuropsychology (publishedVersion)
PubMed (publishedVersion)
Topics: Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords: attention deficit hyperactivity disorder, working memory, working memory training, spatial training, adolescents, free recall
MeSH terms: Adolescent, Analysis of Variance, Attention Deficit Disorder with Hyperactivity, Child, Humans, Memory, Short-Term, Neuropsychological Tests, Mental Recall, Serial Learning, Space Perception, Spatial Behavior, Task Performance and Analysis, Verbal Learning

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Component analysis of verbal versus spatial working memory training in adolescents with ADHD: A randomized, controlled trial

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