Effectiveness of Computerized Working Memory Training on Sustained Attention and Working Memory of Male School Students

Abstract

Background and Aims Sustained attention and working memory are the intertwined executive functions of the brain. Studies have shown that working memory training induce no far transfer effect to executive functions. Considering the importance of sustained attention in academic and occupational performance, this study aims to evaluate the effectiveness of computerized working memory (WM) training on sustained attention and WM of male students. Methods Participants were 32 male middle-school students in the eighth grade, who were selected by a cluster random sampling method and assigned randomly to two groups of the training (n=16) and control (n=16). The computerized dual n-back task was used for WM training for 4 weeks at 12 sessions, each for 40 minutes. The computerized continuous performance test and the digit span test (forward and backward) were used for evaluating sustained attention and WM, respectively. The pre-test evaluation was performed one week before and the post-test evaluation was executed one week after the training course. Results After the WM training, the sustained attention (P=0.043) and the backward digit span test score (P=0.033) in the training group were improved significantly compared to the control group, but no significant change was reported in the forward digit span test score (P=0.236). Conclusion Improved sustained attention following WM training indicates the far transfer of the training effect to the sustained attention, and confirms the involvement of sustained attention in the central executive part of WM. On the other hand, no change in short-term verbal memory after training indicates that the mechanism of WM training effect is through strengthening the central executive, not through improving the phonological loop of WM.