جستجوی مقالات مرتبط با کلیدواژه « memory training » در نشریات گروه « پزشکی »

Children with Specific Learning Disorders (SLD) suffer from some cognitive deficits affecting their school achievement. This study investigated the effect of the combined Working Memory Training Program (WMTP) with the Caillou program (the game-like features of computerized cognitive training programs) on memory (as a cognitive function) and academic achievement in children with SLD.

In this pilot randomized controlled trial study, 30 children with SLD, aged 8-11 years, participated. They were randomly allocated to the intervention and control groups. The intervention group received 20 training sessions in 10 weeks, each lasting 30-45 minutes. The control group only participated in the assessment sessions. The primary outcome was verbal working memory skills assessed by the digit span and letter-number sequencing subtests of the Wechsler Intelligence Scale for Children, the fourth edition (WISC-IV). Also, the grades of science, literature, and mathematics were collected as the secondary outcomes. Children were assessed 3 times: baseline (pre-test), after the intervention (post-test), and 2 months after the intervention (follow-up).

Working memory (digit span and letter-number sequencing scores) and mathematics grades were significantly improved in the intervention group, as compared to the control group at the post-test session (P<0.05) and remained in the follow-up session.

Although this combined program effectively improves working memory and mathematic grades, further research is suggested for more academic achievement.

It is assumed that working memory plays a pivotal role in carrying out all sorts of cognitive functions. The introduction of working memory software has provided researchers with an asset to investigate the differences among individuals which can be attributable to differences in working memory capacity. Following the advent of working memory software, there were also other pieces of software available to the public with the prospect of helping individuals enhance their working memory capacity and as a result enjoy any possible benefits. This study aimed at investigating the possible effects of working memory improvement on some university students’ reading comprehension in English.
30 adult university students chosen through convenience sampling approach participated in this study. They were randomly divided into an experimental and a control group. Both groups took pretest on their reading comprehension using three reading texts in English and working memory capacity carried out via the Working Memory Software. While the control group took posttests on the same tests after five weeks, the experimental group underwent a working memory training program consisting of ten sessions before taking the posttests.
The results of t-test analysis showed a significant statistical difference in the performance of the two groups on the working memory test, but their reading task performance scores did not show a significant difference.
The working memory training program did not seem to benefit the participants in carrying out reading comprehension in English.