Impact of variation working memory training schedules on typical undergraduate students

Institution: Texas State University

Investigator(s): Joseph Etherton, Bill Kelemen

Program: Cogmed RM

Background & Aim: The aim of this project is to investigate whether Cogmed differentially improves auditory versus visuo-spatial memory (comparing Digit Span [auditory] with Symbol Span and Spatial Addition, both of which involve visuo-spatial memory). Second, does working memory training enhance acquisition of new information, and if so, does this generalize across such tasks as list learning (CVLT-2) as well as memory for narrative (WMS-IV Logical Memory)? In order to replicate and extend previous findings concerning fluid intelligence, a split-half version of the WAIS-IV matrix reasoning task will be administered. Finally, several different measures associated with executive functioning will be administered, to examine the extent to which working memory training differentially affects each of these. Participants will be randomly assigned to either Cogmed training for 50 minutes per day, 5 days per week (standard Cogmed protocol) or to training for 35 minutes per day, 5 days per week to explore the efficacy of protocol variations for typical adults.

Population & Sample Size: N = 100 typically functioning college students

Design: Randomized, Active Controlled, Blinded, Test-retest