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Cogmed Working Memory Training Informational Webinar
Pranjal Barma
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Agenda
Introduction
Cogmed in brief
What is working memory
Research and Training effects
Cogmed Working Memory Training – a solution
Q&A
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Cogmed Working Memory Training is an evidence-based program that helps children and adults with attention problems focus better by improving working memory
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Five days a week for five weeks of computer-based training sessions; supervised by a coach, trained by Cogmed
80% of Cogmed users see improvements – both in research and in clinical evaluations
The effects are substantial and lasting
Backed by peer-review published research
Cogmed training works because it is focused, rigorous, and supported
Customers are private psychology/psychiatry practices and schools
Started in Sweden 2001, part of Pearson since 2010
Cogmed in Brief
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What is working memory?
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What is working memory?
A system that provides temporary storage and manipulation of the information necessary for such complex cognitive tasks as language comprehension, learning and reasoning. (Baddeley, 1992) It is the ability to keep information in your mind for a short period of time (seconds) and be able to use the information in your thinking
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Working memory is key for academic performance
Associated with reading (Gathercole & Pickering, 2000) and mathematic (Geary et al., 2004) ability 10-15% of all students have working memory deficits (Alloway et al., 2009) Children with poor working memory make poor academic progress •Of 300 children with poor working memory (Gathercole & Alloway, 2008):
o 83% scored poorly on either reading or maths tests the vast majority of these scored poorly in both areas
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The Development of Working Memory in ADHD
Working Memory
5
15
25
35
45
55
65
75
85
95
7,5 8,5 9,5 10,5 11,5 12,5 13,5 14,5 15,5
Age
Co
rre
ct
Control
ADHD
Westerberg et al. (2004), Visuo-spatial working memory:
a sensitive measurement of cognitive deficits in ADHD.
Child Neuropsychology 10 (3) 155-61.
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Signs of working memory constraints
Is easily distracted when doing something not highly interesting
Has trouble waiting his/her turn
Struggles with reading comprehension
Struggles doing math calculations in his/her head
Struggles with getting started
Struggles with completing a task
Difficulties when planning and organising something with multiple steps
Often seems restless and on the go
Loses belongings frequently
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Cogmed Working Memory Training - a solution
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The Training Programmes
Cogmed RM
Cogmed QM
Cogmed JM
Cogmed Coach Training
Coach support
Cogmed Training Web: start trainings and follow training results
Material to support the coach in coaching
Support to coaches (technical and related to coaching)
The Cogmed method for improving working memory
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How do you train your working memory with Cogmed?
Intense training
25 training sessions
30-45 min per session
No settings needed
The difficulty level will automatically adjust based on the performance of the users, so that they will always train on
the limits of their working memory capacity
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Three versions of the software
Cogmed JM
Pre-school children
Cogmed RM
School-age children
Cogmed QM
Adolescents and adults
All three versions of the Cogmed software share the same underlying design – the difference is in the user interface
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An online tool for the Cogmed Coach to follow and analyse the trainings
The Cogmed Training Web
Where did the user miss trials?
What time of the day did the training take place? How often is the user taking breaks?
Is the user training at his/her optimal level?
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Training effects
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Improvements from Cogmed Working Memory Training
Double-blind placebo-controlled studies published in peer-reviewed journals, show that Cogmed training improves:
Attention Impulse control Mathematics Following instructions
20 studies published on Cogmed to date, both by the Cogmed founders but also by fully independent research teams. More than 30 ongoing and 40 planned studies.
For the entire list of published, presented and ongoing studies, visit www.cogmed.com/research
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Children improve math and listening skills with working memory training
Forty-seven children screened for working memory deficits were assigned to the Cogmed training or low intensity training conditions. Training took place in two UK schools. The Cogmed group were associated with substantial and sustained gains in working memory, with age-appropriate levels achieved by the majority of children. Mathematical ability also improved significantly 6 months following adaptive training.
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WM is key to attention and learning
WM can be improved by training, using right tool & protocol: Cogmed
WM can be improved at all age levels
The improvement can be shown on three levels: fMRI/PET, neuropsychological testing and by rating scales
Improved working memory generalises to behavioral improvement
Behavioral improvement is sustained
Effects of WM training are specific: WM and its derived functions are improved
Training effects are pronounced in populations with a WM constraint, not diagnostically driven
Summary of research findings
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What do we hear?
Students say - They can concentrate better in class - They have a better flow with the school work - They remember better - They enjoy school more
Teachers say
- The student is calmer - The student concentrates more - The student performs better on academic tasks - The student has matured
Parents say - The child communicates better - The child takes more initiatives on her/his own - The child self-initiates home work without nagging or reminders - The child is more independent
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Thank you
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List of the 20 Cogmed studies published to date
Including:
A) Randomized, Placebo controlled, Double blinded *
B) Independent researchers * C) Non-independent researchers
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*Klingberg et al.,2002
Journal of Clinical and Experimental Neuropsychology
Olsen et al., 2004
Nature Neuroscience
*Klingberg et al., 2005
Journal of the American Academy of Child & Adolescent Psychiatry
Westerberg & Klingberg, 2007
Physiology & Behavior
Westerberg et al., 2007
Brain Injury
* Holmes et al., 2009
Developmental Science
McNab et al., 2009
Science
Thorell et al., 2009
Developmental Science
Brehmer et al., 2009
Neuroscience Letters
* Holmes et al., 2010
Applied Cognitive Psychology
* Mezzacappa & Buckner, 2010
School Mental Health
*Beck et al., 2010
Journal of Clinical Child and Adolescent Psychology
* Kronenberger et al., 2010
Journal of Speech, Language, and Hearing Research
* Lundqvist et al., 2010
Brain Injury
* Løhaugen et al., 2011
Journal of Pediatrics
Dahlin, 2011
Reading and Writing
*Gibson et al., 2011
Child Neuropsychology
*Bergman Nutley et al., 2011
Developmental Science
Brehmer et al., 2011
Neuro Image
Bellander et al., 2011
Neuropsychologia