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BACKGROUND A common yet untested assumption of cognitive training in children is that training activities should be adaptive, with difficulty adjusted to the individual’s performance, in order to maximize training outcomes. OBJECTIVE This trial aimed to examine children’s outcomes of working memory training using adaptive, self-select and stepwise approaches to setting the difficulty of training activities compared to an active control condition immediately and 6 months post-intervention. While the aim is exploratory, we hypothesized that children allocated to a working memory training condition will show greater improvements: (1) on near transfer measures compared to intermediate and far transfer measures; and (2) immediately post-intervention compared to 6 months post-intervention. METHODS This blinded, active-controlled, parallel-group randomized trial aimed to recruit 128 children aged 7 to 11 years from one primary school. Following baseline testing, children were randomized into one of four conditions: adaptive, self-select or stepwise working memory training, or active control. An experimental intervention embedded in Minecraft was developed for teachers to deliver in the classroom daily over two consecutive weeks (10 x 20-minute sessions). The working memory training comprised two training activities with processing demands similar to daily activities: backward span and following instructions. The control comprised creative activities. Children completed a set of working memory measures (near and intermediate transfer), the Raven’s Standard Progressive Matrices (far transfer) to determine training outcomes, and intrinsic motivation questionnaires to determine expectations of the intervention. Caregivers completed the ADHD Rating Scale-5 to measure their child’s attention (far transfer). RESULTS Data collection concluded in December 2022. Data is currently being processed and analyzed. CONCLUSIONS This trial will determine whether the adaptive approach to setting the difficulty of training activities maximizes cognitive training outcomes for children. This trial has several strengths: adopts best practices for cognitive training studies (design, methods, analysis plan); uses a range of measures to detect discrete levels of transfer; a 6 months post-intervention follow-up assessment; appropriately powered; and uses an experimental working memory training intervention based on current understanding of the cognitive mechanisms of training. Findings will inform future research and design of cognitive training interventions, and highlight the value of evidence-based principles of cognitive training. CLINICALTRIAL The Australian New Zealand Clinical Trials Registry, ACTRN12621000990820; https://www.anzctr.org.au/ACTRN12621000990820.aspx |
