Archive for May, 2012

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Ongoing Studies - Quick Links

Neuropsychological status and effect of cognitive training in children with cerebral palsy (CP)

 

Institution: Norwegian Institute of Science and Technology Investigator(s): Dr. Gro Løhaugen, Professor Jon Skranes, Professor Anders Dale Program: Cogmed JM Background & Aim: Cerebral palsy (CP) is the most common motor disability in childhood (2-3 per 1000 live born) and is frequently accompanied by cognitive impairments and behavioral problems. Children with CP are at increased […]

Prevalence and management of Attention Deficit Hyperactivity Disorder (ADHD) among Qatari students

 

Institution: Hamad Hospital School Health Specialist Clinic, College of the North Atlantic-Qatar Investigator(s): Dr. Lori Bradshaw, Dr. Ann Nevin Program: Cogmed RM Background & Aim: Children with ADHD in the Middle East are often stigmatized in part due to a lack of community understanding of the disorder. They are often denied access to educational opportunities […]

Can improving working memory prevent academic difficulties? A school based randomised controlled trial

 

Institution: Centre for Community Child Health, Royal Children’s Hospital (Parkville, Australia) & Murdoch Children’s Research Institute Investigator(s): Dr. Gehan Roberts, Dr. Jon Quach, Dr. Lisa Gold, Dr. Peter Anderson, Professor Field Rickards, Dr. Fiona Mensah, Dr. Jon Ainley, Dr. Susan Gathercole, Professor Melissa Wake Program: Cogmed RM Background & Aim: Working memory (WM) refers to […]

Computerized cognitive training for children with Neurofibromatosis type 1

 

Institution: Children’s National Medical Center Investigator(s): Dr. Kristina Hardy, Dr. Maria Teresa Acosta Program: Cogmed RM Background & Aim: The most common neurological complication of neurofibromatosis type 1 (NF1) is cognitive dysfunction, including reduced cognitive flexibility, attention, working memory (WM) capacity, inhibition and planning. The majority of children with NF1 evidence difficulty with sustained attention […]

Computerized working memory training evaluated with clinical assessments and quantitative EEG in very-low-birth-weight (VLBW) children at preschool age

 

Institution: Norwegian University of Science and Technology Investigator(s): Dr. Jon Skranes, Dr. Ann-Mari Brubakk, Dr. Gro Løhaugen, Dr. Kristine Hermansen Grunewaldt Program: Cogmed RM Background & Aim: Children born preterm are at increased risk of neurological disabilities due to perinatal brain damage. Major impairments including cerebral palsy, mental retardation and impaired vision and hearing are […]

Language and working memory intervention in school age children

 

Institution: University of Western Ontario Investigator(s): Dr. Lisa Archibald Program: Cogmed RM Background & Aim: Developmental language disorders are among the most common forms of childhood developmental pathology, estimated to occur in about 7% of kindergarten children. For most of these children, language difficulties will persist throughout school and even into adulthood. Often, these children […]

Computerised training of working memory (Cogmed RM) in children who have survived a traumatic brain injury: A phase II randomised controlled trial

 

Institution: University of East Anglia Investigator(s): Dr. Anna Adlam, Professor Susan Gathercole, Dr. Joni Holmes, Dr. Fergus Gracey, Professor Lee Shepstone, Edward Wilson Program: Cogmed RM Background & Aim: Research indicates that working memory (WM) impairments are frequently reported following pediatric traumatic brain injury (TBI) and contribute to a wide range of difficulties in everyday […]

Cogmed and the dual component model of working memory: a follow up study

 

Institution: University of Notre Dame Investigator(s): Dr. Bradley Gibson, Dr. William Kronenberger Program: Cogmed RM Background & Aim: Unsworth and Engle’s (2007) dual-component model of working memory (WM) holds that WM has two primary roles that are; “… (a) active maintenance of a limited amount of novel information in primary memory (PM), particularly in the […]

Trained vs. non-trained tasks cont.

 

3b. Trained vs. Non-trained tasks During Cogmed Working Memory Training, users practice on both visuo-spatial and verbal working memory (WM) exercises for 5 days per week for 5 weeks. Given the adaptive nature of these exercises – becoming increasingly/decreasingly more difficult depending on user performance – the user becomes quite skilled at and familiar with […]

Cogmed Working Memory Training: adaptive vs. non-adaptive cont.

 

2b. Cogmed Working Memory Training: adaptive vs. non-adaptive Working memory (WM) is the ability to hold information in mind, in the face of distraction, and manipulate that information to produce a response in the short term. The maximum amount of information that a person can retain in WM is their WM capacity. Cogmed Working Memory […]

References

 

The effects of Cogmed training have been demonstrated by leading academic researchers Cogmed co-founders, as well as independent collaborators have published their research findings in leading peer-reviewed academic journals. The key-references on Cogmed training studies, as well as reviews of the Cogmed literature can be found here. Click below to download the Cogmed reference page. […]

Cogmed Research Timeline

 

1999 Pilot indicating for the 1st time that WM is plastic and can be improved. (Klingberg et al.) 2001 Cogmed founded in Stockholm, Sweden. 2002 November: The training works. Children with ADHD show improved WM after Cogmed. (Klingberg et al. 2002) 2004 January: Changes in brain activity after Cogmed – increased activation in pre-frontal & […]