Working Memory Deficits
Conditions
Keywords
working memory, immediate memory
Brief summary
Working memory deficiencies, might make it difficult for students to recall instructions, complete complex activities, and grasp and follow directions solving a math problem or writing a sentence. The functions of working memory are critical for effective human activity. Transcranial direct current stimulation (tDCS) has grown in popularity and academic interest in recent years as a way to improve cognitive abilities. so there is need to determine the effect of tdcs on working memory in college going students.
Interventions
DEVICETranscranial direct current stimulation (tDCS)
Transcranial direct current stimulation will use to deliver a constant direct current through two surface electrodes, Anodal stimulation was applied according to the 10-20 international system for EEG electrode placement, over F3 of the dorsolateral prefrontal cortex (DLPFC), while the cathode was placed over the contralateral supraorbital area for 20 min, on alternate days for 2 weeks 6 sessions with working memory training task. the anode (positive) and the cathode (negative). To reduce resistance and minimize discomfort during application (the electrodes were covered in 35 cm2, saline-soaked sponges
Sponsors
Maharishi Markendeswar University (Deemed to be University)
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
DIAGNOSTIC
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
17 Years to 25 Years
Healthy volunteers
Yes
Inclusion criteria
1. College going students 2. Both male and female 3. Able to follow verbal commands
Exclusion criteria
1. Chronic skin problems. 2. Seizure and any neurological disorder 3. Any recent trauma or surgery 4. Any cardiovascular or pulmonary disease 5. Psychosomatic disorders
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Trail making test | changes between baseline to 2 weeks | As the participant proceeds in an increasing sequence, he or she must alternate between numbers and letters. Subjects are challenged to link numbers and alphabets as quickly as possible. The examiner calls out errors as they happen so that the subject can finish the test without making any mistakes |
| Digit span test | changes between baseline to 2 weeks | Digit Span Forward requires the child to repeat numbers in the same order as read aloud by the examiner, and Digit Span Backward requires the child to repeat the numbers in the reverse order of that presented by the examiner. |
Outcome results
None listed