期刊名称：Journal of Educational and Developmental Psychology
印刷版ISSN：1927-0526
电子版ISSN：1927-0534
出版年度：2022
卷号：12
期号：1
页码：21-30
DOI：10.5539/jedp.v12n1p21
语种：English
出版社：Canadian Center of Science and Education
摘要：Commercial cognitive training programs have been proposed as a non-pharmacological treatment of ADHD-related outcomes, such as learning difficulties and academic achievement. Most of these programs focus on working memory, an essential cognitive ability sustaining nearly every conscious mental activity. In this article, we present and summarize the main studies assessing the effectiveness of such training programs on working memory. The reported studies have failed to show a positive far-transfer and long-term effect of cognitive training both in typically developing individuals and children with ADHD. In the end, we present emerging alternative approaches to the use of cognitive training to improve working memory functioning in children with ADHD.
