Improving Cognitive Function in Chinese Children With ADHD and/or RD Through Computerized Working Memory Training

Attention-deficit hyperactivity disorder (ADHD) is marked by attention issues and hyperactive-impulsive behaviors. It affects about 7.2% of school-aged children globally, with a 6.5% prevalence in Hong Kong. Reading difficulties (RD) involve persistent challenges in reading and writing, unrelated to brain damage, sensory impairments, or low intelligence. ADHD and RD often co-occur, with a comorbidity rate of 25%-40%, surpassing chance probabilities.

Research indicates that children facing the dual challenge of ADHD and RD are more vulnerable to significant cognitive deficits, particularly in working memory. This vital cognitive function strongly influences academic abilities like math problem-solving, reading, and language understanding. Deficiencies in working memory can result in learning overwhelm, memory lapses with instructions, and struggles with complex tasks in children. Consequently, individuals with this comorbidity are predisposed to more challenges compared to those with a singular disorder.

Studies have verified that individuals with both ADHD and RD symptoms face increased chances of school abandonment, disruptive conduct, delinquency, and notably, more aggression compared to those with singular conditions. These results emphasize the need for additional research to develop a fresh intervention strategy targeting this comorbid cohort, aiming to pre-empt these adverse consequences. The subsequent sections will provide a concise overview of the theoretical basis of working memory and its ties to ADHD and RD, followed by the development of a working memory training application and the research methodology.

Working memory, a crucial cognitive function, involves temporarily storing, processing, and recalling information within specific limits. It underpins various mental processes like problem-solving, language comprehension, and fluid intelligence. This ability is vital for learning new concepts and skills, correlating strongly with vocabulary growth, language understanding, and reading ability. Baddeley and Hitch's influential working memory model includes a central executive, the phonological loop, the visuospatial sketchpad, and later, the episodic buffer. The central executive plays a pivotal role in coordinating these components, managing data retrieval and manipulation while allocating resources to the storage systems.

The phonological loop specializes in processing language-related data crucial for language learning. Meanwhile, the visuospatial sketchpad handles visual and spatial information, linked to nonverbal intelligence and orthographic awareness. The episodic buffer acts as a unified episodic representation, capable of integrating data from other components and long-term memory. This model illuminates how working memory functions, influences cognitive processes, and develops over time.