Effectiveness of a Computerised Working Memory Training in Adolescents with Mild to Borderline Intellectual Disabilities

Autor/inn/en	Van der Molen, M. J.; Van Luit, J. E. H.; Van der Molen, M. W.; Klugkist, I.; Jongmans, M. J.
Titel	Effectiveness of a Computerised Working Memory Training in Adolescents with Mild to Borderline Intellectual Disabilities
Quelle	In: Journal of Intellectual Disability Research, 54 (2010) 5, S.433-447 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-2633
DOI	10.1111/j.1365-2788.2010.01285.x
Schlagwörter	Control Groups; Mild Mental Retardation; Adolescents; Instructional Effectiveness; Short Term Memory; Computer Assisted Instruction; Teaching Methods; Intelligence; Recall (Psychology); Pretests Posttests; Scores; Spatial Ability; Arithmetic + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Unterrichtserfolg; Kurzzeitgedächtnis; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Intelligenz; Klugheit; Abberufung; Räumliches Vorstellungsvermögen; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	Background: The goal of this study is to evaluate the effectiveness of a computerised working memory (WM) training on memory, response inhibition, fluid intelligence, scholastic abilities and the recall of stories in adolescents with mild to borderline intellectual disabilities attending special education. Method: A total of 95 adolescents with mild to borderline intellectual disabilities were randomly assigned to either a training adaptive to each child's progress in WM, a non-adaptive WM training, or to a control group. Results: Verbal short-term memory (STM) improved significantly from pre- to post-testing in the group who received the adaptive training compared with the control group. The beneficial effect on verbal STM was maintained at follow-up and other effects became clear at that time as well. Both the adaptive and non-adaptive WM training led to higher scores at follow-up than at post-intervention on visual STM, arithmetic and story recall compared with the control condition. In addition, the non-adaptive training group showed a significant increase in visuo-spatial WM capacity. Conclusion: The current study provides the first demonstration that WM can be effectively trained in adolescents with mild to borderline intellectual disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10