Working memory training effects on young children's functioning

Training, motivation and maturation influences on development of executive functions at early childhood

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN15153056

Enrollment

187

Registered

2018-02-01

Start date

2012-09-01

Completion date

Unknown

Last updated

2018-02-26

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Attention Deficit Hyperactivity Disorder (ADHD), typically developing children Mental and Behavioural Disorders Disturbance of activity and attention

Interventions

At study intake, parents and children were informed of randomization to one of two groups. Both groups, clinical (ADHD) and control (typical developing participants), had a known probability of being

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Both groups: 1. IQ score of = 85 2. An opinion about the child's educational and social functioning issued by a teacher Control group: 1. Free of other disabilities and disorders Clinical group: 1. Diagnosed with symptoms of ADHD by a psychologist or a psychiatrist 2. Experiencing clinically significant symptoms of inattention, hyperactivity and impulsivity (ADHD/C), inattention (ADHD/I), or hyperactivity and impulsivity (ADHD/H),observed in different settings (family and preschool/school)

Exclusion criteria

Exclusion criteria: 1. Under 4 and over 8 years old children 2. Participants had to be free of epilepsy, pervasive developmental disorder, central nervous system disease and pharmacological treatment 3. Children not meeting IQ score of = 85

Design outcomes

Primary

Measure	Time frame
Working memory capabilities, assessed using (1) a counting span task, (2) a set switching task and (3) a spatial location memory task at three different timepoints: pretest - prior to training (T1), post-test - no more than 1 week after training was completed (T2) and follow up - three months after completing training (T3)	—

Secondary

Measure	Time frame
Measured at three different timepoints: pretest - prior to training (T1), post-test - no more than 1 week after training was completed (T2) and follow up - three months after completing training (T3): 1. Executive attention, assessed using the Flanker task 2. Parent-reported executive abilities, assessed using the Behaviour Rating Inventory of Executive Function (BRIEF) 3. Educational achievement, assessed using the Test of Knowledge and Competences (1) the numeracy skills scale, (2) the writing skills scale measures, (3) the reading skills scale measures 4. IQ, assessed using Raven’s CPM to measure general intelligence	—

Measure

Time frame

Measured at three different timepoints: pretest - prior to training (T1), post-test - no more than 1 week after training was completed (T2) and follow up - three months after completing training (T3): 1. Executive attention, assessed using the Flanker task 2. Parent-reported executive abilities, assessed using the Behaviour Rating Inventory of Executive Function (BRIEF) 3. Educational achievement, assessed using the Test of Knowledge and Competences (1) the numeracy skills scale, (2) the writing skills scale measures, (3) the reading skills scale measures 4. IQ, assessed using Raven’s CPM to measure general intelligence

—

Countries

Poland

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Feb 4, 2026