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Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD

Holmes, J.; Gathercole, S.E.; Place, M.; Dunning, D.L.; Hilton, K.L.; Elliott, J.G.

Authors

J. Holmes

S.E. Gathercole

M. Place

D.L. Dunning

K.L. Hilton



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.

Citation

Holmes, J., Gathercole, S., Place, M., Dunning, D., Hilton, K., & Elliott, J. (2010). Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD. Applied Cognitive Psychology, 24(6), 827-836. https://doi.org/10.1002/acp.1589

Journal Article Type Article
Publication Date Sep 1, 2010
Deposit Date Sep 7, 2010
Journal Applied Cognitive Psychology
Print ISSN 0888-4080
Electronic ISSN 1099-0720
Publisher Wiley
Peer Reviewed Peer Reviewed
Volume 24
Issue 6
Pages 827-836
DOI https://doi.org/10.1002/acp.1589

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