Working Memory Interventions

The Working Memory Index measures the student’s ability to register, maintain, and manipulate visual and auditory information in conscious awareness. Working Memory assists an individual in controlling attention and resisting distractions. It is composed of the Digit Span and Picture Span subtests. On Digit Span, EE107 was asked to recall a list of in the same order, reverse order, and numerical order. Picture Span required EE107 to memorize pictures and identify them in order on a different page. Picture Span was a strength for EE107. There was a clinically significant difference between EE107’s Digit Span score (extremely low) and her Picture Span score (average). This discrepancy may indicate that EE107 can best utilize working memory in problem solving when a visual, rather than verbal, stimulus is used. Furthermore, on Digit Span, the numbers cannot be repeated; thus, the discrepancy between these scores may also indicate that the EE107 experienced a lapse in attention. On the Working Memory Index, EE107 obtained a standard score of 76, which is in

The unattributed article “You Can Grow Your Intelligence,” published in Health and Science magazine, reports that new research shows scientist have discovered that a brain can get stronger and people get smarter if they learn new things and practice. The brain is compared to a muscle in that if it is exercised, it will get

The participants will be given The Working Memory Test Battery for Children (WMTB-C) devised by Gathercole and Pickering (2001). This test consists of four tasks which include

to review the concept of working memory. Raven’s Matrices is been based on a correlational analysis of

Attention was tested using the “D2 attention test” (Brickencamp 2002) and working memory was tested using the “sentences working memory test” (Siegel and Ryan 1989). The authors state that although there is a statistically significant improvement in verbal working memory in ADHD subjects when compared to themselves and control groups after a single dose, it is not enough to significantly improve the “executive variable” because there were no differences between experimental and control groups after one month of

The authors first examine these interventions and then discuss techniques for older students. When summarizing the literature on cognitive and behavioral interventions for ADHD, the author is able to contrast the deficits that appear to underlie the disorder, such as deficits in executive functioning and poor short-term memory, against the demands created by the proposed interventions.

The only thing that tells everyone apart from everyone else is each person’s genetic make-up. And there is only one exception and that would identical twins, because no two people are the same. This can be said true about the way we all think. There is no one person that thinks the same as the next person. People believe that we are all born innocent and that we are pure in thoughts and in behavior. There are many different factors that can and sometimes do influence how a person is controlled by his/her cognitive ability to think before acting. There are people who do a better than

Humans have been seeking many different ways to improve their cognitive ability for thousands of years. For example, education has been used in order to learn and improve on cognitive ability and to improve our understanding of the world (Bostrom and Sandberg, 2009). With the advance of technology, resources and medicine, humans have managed to develop cognitive enhancing drugs that improve our cognitive ability by improving the attention, motivation and working memory.

In 2012, Nouchi et al. conducted a study in which older adults had to play either a Nintendo brain training game called Brain Age or Tetris. The participants had to play their assigned game for 4 weeks 15 minutes per day. The aim of the study was to investigate the possible effects of a brain training game on the cognitive functioning of older adults. As expected, the results showed that both groups performed significantly better at playing their game during the last time playing compared to the first time playing. However, did the participants only get better at playing their game or was there more at play?

Mcauley explains that the behavioral regulation index and the metacognition index were very strongly associated with the parent and teacher ratings of attention problems in youth and with behavioral or emotional problems in everyday settings. He states that the test is specifically helpful in the instance of children with ADHD, explaining that children with ADHD have held higher scores on the BRIEF2 when compared to their peers. The working memory scale stands out as a scale that is particularly sensitive to ADHD children. That being said there appears to be “no significant associations between the Behavioral Regulation Index or the Metacognition Index and youth’s scores on measures of inhibition, performance monitoring, and working memory.” (Mcauley,2010). Likewise other studies have found similar results when using different performance-based tasks to examine executive function. This article praises the BRIEF2 but only in conjunction with other tools to determine the nature of the problems that the child is having and the proper course of action in dealing with

Furthermore it is important to prevent sexual problems by paying attention to the emotional reactions, such as anger, shame, and guilt feelings. The issue of sexuality needs to be addressed during both the acute and long-term rehabilitation processes. Cognitive intervention may help to overcome these feelings and may minimize the risk of chronic

The articles by Erikson et al., Gatz, Korol et al., and Draganski et al. explore the concept of increased physical activity and/or mental activity having effects on the cognitive function and development or deterioration of the brain as we age. Although I agree that physical exercise is critical in increasing cognitive function because of the health benefits it provides, as well as the increased blood flow and circulation throughout the body, I ultimately believe that a healthy brain is not achieved solely by physical exercise or mental exercise, but both. I think there is a link between physical and mental exercise, and that the combination of these two activities creates higher cognitive functioning of the mind as well as the body. The mind and body come together and meet to make an overall healthy individual.

Instead of teaching participants orally, they actually ran a program on teaching participants that intelligence can be a malleable trait, and got a change in belief and academic performance both short-term and long-term. There results provide a good indication for educators, because it is impossible to conduct this kind of program for all the African American students across the U.S. Therefore, educators especially for young children education may emphasize intentionally or unintentionally to their African American students as well as other minority students to develop an incremental view of

Memory plays a very important role in our academic growth and improving our skills. The purpose of this paper is to review a study by Stipek & Valentino (2015), which examines associations between attention and memory and academic skill development. Stipek & Valentino (2015) used longitudinal data from the children of the National Longitudinal Survey of Youth to measure how well attention and short-term and working memory in early childhood predict growth trajectories in both math and reading comprehension through adolescence and education attainment in young adulthood (Stipek & Valentino, 2015). The study indicated that the relationship between working memory and attention in academic outcomes was observed to be strong and positive in early childhood but not significant during the later years (Stipek & Valentino, 2015). The results of the study suggest that core cognitive capacities predict learning in the early elementary grades, but the relationship weakens by late elementary school. These findings suggest that while efforts to develop attention and memory may improve academic achievement in the early grades, during the later grades interventions that focus directly on learning the subject matter are more likely to improve academic achievement (Stipek & Valentino, 2015).

One of the largest arguments against brain training is that the benefits of training are not applied to real life. Essentially, opponents to brain training are arguing that brain training is like teaching to the test. Participants do well on the “exams” because that was what they were trained for. Conversely, once participants are sent out into the real world, they are unable to apply what they learned to tasks that differ from those on the test. While intimal brain training studies failed to demonstrate real world application, more recent studies have proven