Current Proceedings on Technology

Yazarlar: Mohsen Shokoohi -Yekta, Salahadin Lotfi, Reza Rostami, Maryam Salehi- Azari, Maryam Ayazi

Konular:-

Anahtar Kelimeler:Cognitive Remediation,Neuropsychological Training,Reading Problems,Sustain Attention

Özet: A body of research indicates that impairment of working memory (WM) may be one of the factors that impede the ability to attend a task correctly and accurately. Emerging evidence suggests that WM might be improved by intensive computerized training; however, it remains unclear whether this intervention would be effective for children with severe reading problems. Although the capacity of working memory is traditionally considered to be constant, recent data shows certain plasticity in the neural system that underlies working memory (WM) and that WM can be improved by training and may increase sustain attention. In this study, we examined whether attention components of dyslexic readers can be increased by neuroscience-based working memory training. The intervention, BrainWare® Safari by LEC, was conducted with 15 students 8 to 12-year-old with reading problems, comparing them with 20 students in the control group. All the subjects in the experimental group were trained over a six-week period (30 sessions). All subjects in the experimental and control groups were tested by Computerized Raven’s Colored Progressive Matrices for children, WMTB-C and IVA-CPT. The students in the experimental group considerably improved their performance in the trained visual spatial working memory tasks. 974Additionally, compared to a matched control group, the experimental group showed training effects on non-trained tests as well as transfer effects to visual/auditory sustain attention, visual/auditory vigilance/speed and hyperactivity after training; providing further evidence for shared processes between working memory, attention and reading.

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