Institution: University of Notre Dame
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 presence of internal and external distraction; and (b) the retrieval of goal-relevant information from secondary memory (SM), after that information has been lost from PM (due to failures of active maintenance and/or storage limitations)” (Gibson et al., 2010, p. 61). In a 2010 study, Gibson et al. investigated the utility of Unsworth and Engle’s model as a theoretical basis for the WM capacity differences in individuals with and without ADHD. Results from Gibson et al. (2010) suggested that maintenance of information in PM was largely intact in ADHD individuals and that SM was the deficient WM structure in ADHD. This research stems from Gibson et al., 2011 and continues to assess the efficacy of Cogmed in light of the dual-component model to determine whether Cogmed targets SM, PM or both by comparing performance on the standard Cogmed protocol to performance on a modified version of Cogmed.
Population & Sample Size: N = 74 typical children/adolescents, ages 9 -16 years
Design: Randomized, Controlled, Test-retest
To read more about this study, click here.