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Research Article
Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD
Article first published online: 22 JUN 2009
DOI: 10.1002/acp.1589
Copyright © 2009 John Wiley & Sons, Ltd.
1099-0720/asset/cover.gif?v=1&s=8845e8a20556489e7762289f53f30058df4d21c0 "Applied Cognitive Psychology")
Additional Information
How to Cite
Holmes, J., Gathercole, S. E., Place, M., Dunning, D. L., Hilton, K. A. and Elliott, J. G. (2010), Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD. Appl. Cognit. Psychol., 24: 827–836. doi: 10.1002/acp.1589
Publication History
- Issue published online: 24 AUG 2010
- Article first published online: 22 JUN 2009
Funded by
- British Academy
- Economic and Social Research Council
- Abstract
- Article
- References
- Cited By
Abstract
This study evaluated the impact of two interventions—a training program and stimulant medication—on working memory (WM) function in children with attention deficit hyperactivity disorder (ADHD). Twenty-five children aged between 8 and 11 years participated in training that taxed WM skills to the limit for a minimum of 20 days, and completed other assessments of WM and IQ before and after training, and with and without prescribed drug treatment. While medication significantly improved visuo-spatial memory performance, training led to substantial gains in all components of WM across untrained tasks. Training gains associated with the central executive persisted over a 6-month period. IQ scores were unaffected by either intervention. These findings indicate that the WM impairments in children with ADHD can be differentially ameliorated by training and by stimulant medication. Copyright © 2009 John Wiley & Sons, Ltd.