Computer-based working memory training in children with mild intellectual disability

Abstract

We designed a working memory (WM) training programme in game framework for mild intellectually disabled students. Twenty-four students participated as test and control groups. The auditory and visual–spatial WM were assessed by primary test, which included computerised Wechsler numerical forward and backward sub-tests and secondary tests, which contained three parts: dual visual–spatial test, auditory test and a one-syllable word recalling test. The results showed significant difference between WM capacity in the intellectually disabled children and normal ones (p-value < 0.00001). Visual–spatial WM, auditory WM and speaking were improved in the trained group. Four tests showed significant differences between pre-test and post-tests. The trained group showed more improvements in forward tasks. The trained participant's processing speed increased with training.

We found that school is the best place for training. More comprehensive human–computer interfaces could be suitable for intellectually disabled students with visual and auditory impairments and problems in motor skills.

Keywords:

• working memory training
• computer-based rehabilitation
• mild intellectual disability

Notes on contributors

Mona Delavarian holds a PhD in Child Psychology, Neural and Cognitive Science Laboratory. Mona teaches Neuroscience, Physiology and Anatomy in Biomedical Engineering Department of Amirkabir University of Technology.

Behrouz Bokharaeian is a computer engineer, holds a PhD in Computational Neuroscience from University of Madrid.

Farzad Towhidkhah holds a PhD in Biomedical Engineering. Farzad is a full professor, dean of Biomedical Engineering Department of Amirkabir University of Technology and superintendent of Biological Modeling Laboratory.

Shahriar Gharibzadeh holds MD, PhD in Neurophysiology, is associated professor and is superintendent of Neural and Cognitive Science Laboratory.