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Cogmed Working Memory Training

 

Overview: An evidence-based intervention for improved working memory

URL: Cogmed

 
 
 

Product Details

At A Glance

What it is: A complete solution combining working memory training software and close professional support.

Who it’s for: Children and adults with attention deficits or learning disorders, victims of brain injury or stroke, and adults experiencing information overload or the natural effects of aging.

Cogmed website: www.cogmed.com

Overview

Cogmed Working Memory Training is a solution you can offer to individuals who are held back by their working memory capacity.

  • Were born with a deficit
  • Acquired a deficit through brain injury or disease
  • Developed a deficit through natural decline caused by aging
  • Face career demands and wish to improve job performance or test performance

Working memory is the ability to keep information in your mind for a short time, focus on a task, and remember what to do next. By training working memory, your clients will be better able to stay focused, ignore distractions, plan next steps, remember instructions, and start and finish tasks.

 

 

Content & Administration:

The complete program includes:

  • Initial interview
  • Start-up session
  • Five weeks of training, with weekly coach calls; provides 25 training sessions of 30–40 minutes each
  • Wrap-up meeting
  • Six month follow-up interview
  • Online access to client training data
  • Cogmed Extension Training (12 months)

The Cogmed Solution Supports You

Cogmed Working Memory Training is a computer-based solution for attention problems caused by poor working memory. Together with qualified teams around the world, Cogmed offers a training solution for all settings. The Cogmed training program is focused, provides substantial benefits, professional service, and is based on solid research.

We combine cognitive neuroscience with innovative computer game design and close professional support to deliver substantial and lasting benefits to our users. Our solutions include easy-to-use software and personal support.

Prepare for Success

Cogmed Working Memory Training is a platform for learning skills. The concept of neuroplasticity, the idea that the brain can reorganize itself and change, is what allows Cogmed to effectively change the way the brain functions to perform at its maximum capacity. There are many training programs for various skills such as reading, math, or time management. Cogmed acts on a different, more fundamental level. Once working memory has improved, your clients will find that acquiring new skills is suddenly much more doable.

Features & Benefits

  • Cogmed is based on strong scientific research
  • The easy-to-use software adjusts complexity level for each exercise in real time for maximal training effect
  • Training is overseen by a national network of attention specialists who are qualified by Cogmed
  • Client is assisted by a Cogmed coach, who leads the training, tracks results, and givessupport and motivation
  • Client or client’s family sets the training schedule with the Cogmed coach, with ample flexibility
  • Cogmed gives all users online access to their own training results and progress status
  • Cogmed Extension Training allows the individual to further sharpen the acquired capacity and to verify how the results hold over time

Learn More at the Cogmed Website

Training

Pre-recorded Webinars

  • What Does Cognitive Training Tell Us About Brain Functioning?

    Presenter: Peter C. Entwistle, PhD

    Cogmed has been accumulating several well designed and interesting studies on brain functioning and the impact of Cogmed. This type of research is particularly distinctive to Cogmed. In fact the number of such studies reached a critical mass sufficient to include a claim on the May 2015 Cogmed Claims and evidence document stating: “Improvements in working memory following CWMT are associated with changes in functional brain activity a) seen as changes in the neurochemistry (McNab, et al., 2009), functional activity related to working memory (Olsen, et al., 2004; Westerberg, et al., 2007; Brehmer et al., 2011), and functional connectivity at rest (Astle, et al., 2015). We will review these studies supporting the intriguing notion that Cogmed evidence suggests resulting changes at the level of brain functioning.

    Date: Mar 22, 2016

    pdf PDF: What Does Cognitive Training Tell Us About Brain Functioning?

    link Video: What Does Cognitive Training Tell Us About Brain Functioning?

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  • Why Cogmed Matters for Traumatic Brain Injury

    Presenter: Peter C. Entwistle, PhD

    This webinar has been updated to include the 2015 study by Hellgren, et al. “Computerized Training of Working Memory for Patients with Acquired Brain Injury”. The webinar is focused upon this burgeoning area of research with several Cogmed-specific studies. A number of these studies will be covered in some detail. However, first a broader picture of TBI will be considered which includes how working memory capacity has been found to relate to survival, community integration, quality of life, reduced depression and to correlate with executive functions (EF). EF have been found to relate to obtaining competitive employment, occupational outcomes and social integration. Then the Cogmed specific studies will be reviewed which include survivors of stroke, acquired brain injury and traumatic brain injury who completed Cogmed. Finally, we will consider for adults what factors are related to return to work successfully. For children we will consider how TBI’s effects on working memory affect their return to learn in school.

    Date: Mar 18, 2016

    pdf PDF: Why Cogmed Matters for Traumatic Brain Injury

    link Video: Why Cogmed Matters for Traumatic Brain Injury

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  • Whole-Class Cogmed: Integrating The Reality That Typically Developing Students Have Been Found Consistently To Benefit From Cogmed Too

    Presenter: Peter C. Entwistle, PhD

    Some Cogmed studies have been conducted of children doing Cogmed simultaneously in small groups (Dunning, et al., 2013) or class-sized groups (Holmes & Gathercole, 2013). Dunning et al., 2013 used groups between 6 to 12 students who were identified by working memory deficits. Holmes & Gathercole (2013) published two distinct trials of Cogmed. The first trial was of a mixed ability group of 22 students who did Cogmed as a group. The second trial of children selected based upon low academic performance included one group of 12 and a second group of 13. Yet, a number of studies have been published of typically developing adults (12), children and adolescents (6) and preschoolers (3). This data suggests that typically children and adults benefit from completing Cogmed as do those with working memory deficits, attention deficits and learning difficulties. Recent changes also make using Cogmed at the class level with mixed ability students feasible. The new Cogmed Trends reporting feature provides data at varying levels: district, school, class and individual child. Also, automated short start-up session videos allow a Cogmed coach to start several students at the same time and then answer any questions as a group after they watch the videos. In total the research and the improved features of Cogmed make whole-class Cogmed achievable.

    Date: Mar 11, 2016

    pdf PDF: Whole-Class Cogmed: Integrating The Reality That Typically Developing Students Have Been Found Consistently To Benefit From Cogmed Too

    link Video: Whole-Class Cogmed: Integrating The Reality That Typically Developing Students Have Been Found Consistently To Benefit From Cogmed Too

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  • Cogmed & Adult ADHD with two new studies from 2015

    Presenter: Peter C. Entwistle, PhD, Charles Shinaver, PhD

    As is well known in the research literature a good number of children who have ADHD grow up to be adults with ADHD. Additionally, there are some who may not continue to meet the criteria for a diagnosis of ADHD, but still struggle with inattention, working memory and executive functions as adults. Although there are a more limited number of Cogmed-specific studies on this population the evidence shows promise. In fact one meta-analysis of Working memory training considering training programs more broadly than Cogmed argues for an “age independence principle: The effects of narrow task paradigm WM training are not dependent on age (at least for the age range 4-71 years)” (Schwaighofer, et al., 2015). In 2014 there were two Cogmed-specific studies with adults with ADHD (Gropper, et a., 2014; Mawjee, et al., 2014) Then in 2015 two new studies were added to the literature (Liu et al., 2015; Mawjee et al., 2015). The study by Gropper, et al., 2014, focuses upon adults who are ADHD or LD. The Mawjee, et al. (2014), pilot study addressing issues of engagement, motivation and expectancy and was followed up with a larger study by Mawjee et al., in 2015. An unusual study by Liu et al. was published in 2015 that considered EEG data. We will review this data as well as the research and salient conceptual context that will help you to make sense of adult ADHD and how Cogmed might play a role with this population.

    Date: Mar 01, 2016

    pdf PDF: Cogmed & Adult ADHD with two new studies from 2015

    link Video: Cogmed & Adult ADHD with two new studies from 2015

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  • How to Think About Cogmed Research Related to ADHD and Working Memory Deficits

    The conceptual structure of this webinar is based upon a chapter published by Shinaver & Entwistle (2015) called “Computerized Cognitive Training based upon Neuroplasticity". Part of what we will provide is a framework for how to think about the data with Cogmed studies on ADHD & WM deficits. Additionally, in this webinar we will differentiate between Attention Deficit Hyperactivity Disorder and working memory deficits. We will cover more general research on these topics as well as Cogmed-specific research on these populations.

    Reference: Shinaver, C.S. III & Entwistle, P.C. (2015). “Computerized Cognitive Training based upon Neuroplasticity". In N. Dewan "Mental Health Care in a Digital World: A Clinicians Guide". New York, NY: Springer

    Date: Feb 24, 2016

    pdf PDF: How to Think About Cogmed Research Related to ADHD and Working Memory Deficits

    link Video: How to Think About Cogmed Research Related to ADHD and Working Memory Deficits

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  • Holmes, et al., (2015) Research Informs our Understanding of How Working Memory Relates to English Language Learning (ELL) and What Role Cogmed Can Play

    Presenter: Peter C. Entwistle, PhD

    Holmes, et al., (2015) focused upon using Cogmed with students identified with low language abilities. This data is integrated into this webinar. This webinar will provide a broader conceptual framework by differentiating between working memory, short term memory and long term memory. We will also establish why working memory is important for ELL. A limited working memory can impeded the process of skill acquisition in ADHD and we argue possibly in the case of English Language Learning. We will discuss how poor WM affects skill acquisition and the developmental trajectory in children with ADHD. We will argue for a similar risk for English Language Learners who are limited by their working memory capacity in the acquisition of English. Although this is an exploratory webinar Holmes et al., (2015) study provides additional evidence for the salience of this link.

    Date: Feb 23, 2016

    pdf PDF: Holmes, et al., (2015) Research Informs our Understanding of How Working Memory Relates to English Language Learning (ELL) and What Role Cogmed Can Play

    link Video: Holmes, et al., (2015) Research Informs our Understanding of How Working Memory Relates to English Language Learning (ELL) and What Role Cogmed Can Play

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  • Cogmed Is Now Easier To Do In Schools

    Cogmed provides a distinctive amount and quality of empirical evidence for its effectiveness with over 75 peer reviewed published studies, but this training method is now easier to implement in schools. In the last couple of years some large scale school implementations of Cogmed have allowed our staff to develop a number of features to make it work well in schools. Among those features are the variable protocol (shorter training sessions and fewer days a week of training), fidelity features, built-in generalization measures and Trends reporting which provides schools with the data needed to manage the large scale implantation of the program. Reporting for the district, school, class, and individual student level is now available. Reports include measures of compliance, motivation, and validity. Additionally the Cogmed progress indicator gives schools a measure of generalization to nontrained tasks in the areas of working memory, following instructions and math fluency. The variable protocol allows children to do cogmed for 25 or 35 minutes a day 3, 4 or 5 days a week. Now Cogmed can fit into school schedules and be managed effectively and efficiently. Attend this webinar to get a grasp of these important changes.

    Date: Feb 11, 2016

    pdf PDF: Cogmed Is Now Easier To Do In Schools

    link Video: Cogmed Is Now Easier To Do In Schools

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  • Children Completing Cogmed Have Improved in Reading and Math

    Presenter: Charles Shinaver Ph.D. & Peter C. Entwistle Ph.D.

    There is now evidence to support that Cogmed can facilitate improvement in math and reading. In May of 2015 our research staff updated our Claims & Evidence – Volume 3 (V3) and added the claim that children have improved in reading and math following Cogmed. In light of this update we want to provide you with a webinar to review the evidence that provides the basis for this claim. Be aware that this is the first time that claims about academic achievement have been made related to Cogmed and we will articulate what we believe are some caveats to these claims. For instance in the case of academic achievement working memory capacity is necessary but it may not be sufficient for academic gains. That is, there may be domain specific skills or knowledge and or other possible bottlenecks that may have to be addressed for a particular student to make gains in a particular area like reading or math. For example, there are some dyslexics who have poor working memory and others who do not. For those who lack a deficit in WM one would not expect following Cogmed that there would be growth in reading for this subgroup of dyslexics. The same is true in other areas of academic achievement. We will discuss both the evidence for these Cogmed claims and their limits in the webinar. Since there are fewer studies related to this claim we will have time to review most of the relevant research with some detail.

    Date: Feb 09, 2016

    pdf PDF: Cogmed Claims and Evidence V3: Children completing Cogmed have Improved in Reading & Math

    link Video: Children Completing Cogmed Have Improved in Reading and Math

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  • Training of Working Memory in Children with Attention Deficits

    Presenter: Torkel Klingberg

    This intermediate to advanced level webinar is intended to inspire and educate professionals about the role of working memory training in populations with working memory deficits. The session is appropriate for practitioners offering Cogmed training, as well as those clinicians interested in learning more about working memory intervention. Impaired working memory is associated with low academic performance, distractibility and inattention in clinically defined groups, such as in ADHD, but the same associations are also relevant in the general population. Dr. Torkel Klingberg and collaborators have developed and tested a computerized method for training working memory, Cogmed, which has been shown to improve working memory capacity, attention and behavioral symptoms in children with ADHD. In this session, Klingberg will discuss the relationship between working memory and attention, describe the nature of working memory deficits in ADHD, explain the method behind working memory training and demonstrate the effects of working memory training.

    Date: Nov 14, 2011

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