Date of Award

Spring 1-1-2014

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Speech, Language & Hearing Sciences

First Advisor

Brenda Schick

Second Advisor

Anne Whitney

Third Advisor

Pui Fong Kan

Fourth Advisor

Lynea Pearson

Abstract

Objective: Working memory capacity has been correlated with receptive and expressive language skills. Research suggests that CogmedTM, an adaptive working memory training program, improves working memory capacity. This study analyzed the effects of CogmedTM on trained working memory tasks and whether the presumed gains in working memory capacity generalized to improved language skills for a 10-year-old child with language deficits. Method: The six-week CogmedTM training was completed. CELF-4 was used to measure language skills at baseline and 7-months post-training. A sentence repetition task was used during the intervention. Results: The participant improved minimally on trained working memory tasks, more than one standard deviation below the average improvement reported by CogmedTM. There was no improvement on language measures. Conclusion: Working memory capacity may be improved through training, but far transfer effects are unlikely. The amount of resources and motivation needed to complete CogmedTM make it challenging to implement in a school setting.

Share

COinS