Computerized training of working memory in children with ADHD--a randomized, controlled trial.

By Torkel Klingberg, E. Fernell, Pernille Olesen, Mats Johnson, P. Gustafsson, Kerstin Dahlström, C. Gillberg, Hans Forssberg, Helena Westerberg. Journal of the American Academy of Child and Adolescent Psychiatry, 2005

2,027 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/a2ca4f0c5f121f30552d3a2d7d6e2964482e7a5c

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Citations in the corpus

Working Memory Deficits can be Overcome: Impacts of Training and Medication on Working Memory in Children with ADHD (2010, background): “Unless the WM assessments were differentially sensitive to the non-specific benefits of the program, these findings favour a direct impact of training on WM. Psychostimulant medication prescribed for ADHD significantly enhanced WM performance, although its impacts were more specific than that of the”
Trait and State Differences in Working Memory Capacity (2010, background): “This is in line with emerging research on WM training (e.g., Jaeggi, Buschkuehl, Jonides, & Perrig, 2008; Jaeggi et al., 2007; Klingberg, Forssberg, & Westerberg, 2002; Klingberg et al., 2005; Thorell, Lindqvist, Bergman, Bohlin, & Klingberg, 2009).”
Training and transfer effects of executive functions in preschool children. (2009, methodology): “For school-aged children, 90% of the effect of WM training remained after 3 months (Klingberg et al., 2005).”
Improving children's working memory and classroom performance (2010, background): “…memory training can have a significant effect on IQ (Jaeggi, Buschkuehl, Jonides, & Perrig, 2008; Rueda, Rothbart, McCandliss, & Posner, 2005, but see Holmes et al., 2009) and inhibition ability (Klingberg et al., 2002; Klingberg et al., 2005; Thorell, Lindqvist, Nutley, Bohlin, & Klingberg, 2009).”
The Relationship between N-Back Performance and Matrix Reasoning--Implications for Training and Transfer. (2010, neutral): “…the mechanisms that underlie such change are not well understood (Basak, Boot, Voss, & Kramer, 2008; Jaeggi, Buschkuehl, Jonides, & Perrig, 2008; Klingberg et al., 2005; Klingberg, Forssberg, & Westerberg, 2002; Rueda, Rothbart, McCandliss, Saccomanno, & Posner, 2005; Tranter & Koutstaal,…”
Short- and long-term benefits of cognitive training (2011, background): “In contrast, there was no significant performance improvement in the active control group [rate of correct responses; performance gain two last minus two first sessions: t(29) < 1] (Table 1).”
The Co-Occurring Development of Executive Function Skills and Receptive Vocabulary in Preschool-Aged Children: A Look at the Direction of the Developmental Pathways. (2014, neutral): “…Reid, & Stoolmiler, 2008; Weiland & Yoshikawa, 2013) or computerized training (Dowsett & Livesey, 2000; Klingberg, Forssberg, &Westerberg, 2002; Klingberg et al., 2005; Olesen,Westerberg, & Klingberg, 2004; Rueda, Rothbart, McCandliss, Saccomano, & Posner, 2005; Thorell, Lindqvist, Nutley,…”
No evidence of intelligence improvement after working memory training: a randomized, placebo-controlled study. (2013, background): “…training programs is that increasing WM capacity should lead to improvements in tests measuring related constructs, including selective attention (Klingberg et al., 2005), inhibition (Thorell, Lindqvist, Bergman, Bohlin, & Klingberg, 2009), updating (Dahlin , Nyberg, Bäckman, & Neely, 2008),…”
The relationship between visuospatial sketchpad capacity and children's mathematical skills (2008, background): “In terms of support in the classroom, current interventions designed to help children with poor working memory function (e.g., Gathercole, Elliott, Alloway, Riddick, & Adams, 2006; Klingberg et al., 2005) may be usefully applied to children with mathema- tical difficulties.”
Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program (2008, background): “In addition, initial evidence suggests that computer-based training focused on inhibitory control and attention set shifting may benefit children with attention-deficit/hyperactivity disorder, promoting gains in EF skills and behavioral control (Klingberg et al., 2005).”
Attentional and Executive Function Behaviours in Children with Poor Working Memory. (2008, positive): “…with the hypothesis that poor working memory function and inattentive behaviour are closely associated in non-clinical samples of children (see also, Aronen et al., 2005), extending recent findings from studies of children with ADHD diagnoses (Klingberg et al., 2005; Martinussen & Tannock, 2006).”
Nonpharmacological interventions for ADHD: systematic review and meta-analyses of randomized controlled trials of dietary and psychological treatments. (2013, background): “Klingberg (60) Working memory training Easy training 5 26 27 7–12 82 CPRS CTRS”
Training attentional control and working memory - Is younger, better? (2012, methodology): “This is a commercially available cognitive training package originally developed by the Klingberg group (Klingberg, 2010; Klingberg, Forssberg, & Westerberg, 2002; Klingberg et al., 2005).”
Improving Methodological Standards in Behavioral Interventions for Cognitive Enhancement (2019, background): “Many populations, such as children diagnosed with specific clinical disorders or learning disabilities (Franceschini et al. 2013; Klingberg et al. 2005), individuals with schizophrenia (Biagianti and Vinogradov 2013), traumatic brain injury (Hallock et al.”
Does working memory training work? The promise and challenges of enhancing cognition by training working memory (2011, methodology): “One example of this approach, Cogmed (e.g., Holmes, Gathercole, & Dunning, 2009; Klingberg et al., 2005), comprises a large battery of WM tasks including backward digit span, location memory, tracking of moving visual objects, and several other tasks.”