Near and Far Transfer Effects of Computerized Progressive Attention Training (CPAT) Versus Mindfulness Based Stress Reduction (MBSR) Practice Among Adults With ADHD

Abstract

Objective: The present study evaluated the near (attention) and far (reading, ADHD symptoms, learning, and quality of life) transfer effects of a Computerized Progressive Attention Training (CPAT) versus Mindfulness Based Stress Reduction (MBSR) practice among adults with ADHD compared to a passive group. Method: Fifty-four adults participated in a non-fully randomized controlled trial. Participants in the intervention groups completed eight 2-hr weekly training sessions. Outcomes were assessed before, immediately after, and 4 months post-intervention, using objective tools: attention tests, eye-tracker, and subjective questionnaires. Results: Both interventions showed near-transfer to various attention functions. The CPAT produced far-transfer effects to reading, ADHD symptoms, and learning while the MBSR improved the self-perceived quality of life. At follow-up, all improvements except for ADHD symptoms were preserved in the CPAT group. The MBSR group showed mixed preservations. Conclusion: Both interventions have beneficial effects, however only the CPAT group exhibited improvements compared to the passive group.

Cognitive Control among Primary- and Middle-School Students and Their Associations with Math Achievement

“…However, some difficulties may persist or even begin to appear in middle school due to the increased complexity of the material in math. Considering the involvement of cognitive control mechanisms in math achievement among adolescents, intervention programs in math may also incorporate EF training (e.g., [70][71][72]). It is crucial to recognize that math challenges may stem from cognitive sources beyond math itself, allowing for cognitive interventions, including cognitive control training, to improve math performance in certain cases.…”

Free-recall retrieval practice tasks for students with ADHD: whole-text versus section recall

“…Less organized recall of students with ADHD may be attributed to processes during either encoding or retrieval. During encoding, attentional deficits may have caused an inattentive reading pattern during which readers read the text back and forth in an attempt to understand sentences they had read during periods of inattention ( Stern et al, 2023 ), which in turn may have generated a less organized encoding. During retrieval, the ability of participants to successfully retrieve studied material on a free-recall task depends on the moment-to-moment generation of internally maintained retrieval cues and the associations between these cues and the stored information ( Tulving, 1983 ; Polyn et al, 2009 ).…”