What is Neurofeedback?
Neurofeedback for ADHD
Frequently Asked Questions
How is Cogmed different?
Many products are marketed aggressively to people who struggle with attention, but Cogmed’s solutions stand out as it is fundamental cognitive training, not skills learning.
Cogmed does not teach you new skills. We help you create 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 your working memory has improved, you will find that acquiring new skills is suddenly much more doable for you.
Focused solution, substantial benefits: Cogmed is not a one-size-fits-all answer. Cogmed is a solution that improves working memory allowing you to focus and resist distractions better. This will help you academically, socially, and professionally. Other companies make wide claims, but are vague about the specifics of what is being improved. Cogmed’s approach is specific and effective.
Solid research: Cogmed is based on peer-reviewed, published research by leading scientists. No other attention training products can match the research case behind Cogmed.
Professional service: When you decide to invest in Cogmed training, a Cogmed-trained coach will support you throughout your training. This is not a product – it is a high quality service. You will be helped to get the most out of your effort.
How is Cogmed different from other cognitive training programs?
1. Cogmed Working Memory Training was developed by a world-renowned neuroscientist.
Our program was developed by Dr. Torkel Klingberg, a neuroscientist at the Karolinska Institute in Sweden who has received wide spread recognition for his work. You can learn about Dr. Klingberg and his work by visiting his lab web site at www.klingberglab.se. Dr. Klingberg remains actively involved with Cogmed helping us to further refine and develop the program and conducting ongoing research on its impact.
2. Cogmed Working Memory Training is supported by more published research than any other cognitive training program.
No other cognitive training program has the level of research support that backs Cogmed Working Memory Training. Research supporting Cogmed’s program has been published in the world’s leading scientific journals after undergoing a rigorous peer-review process. Published studies include several randomized, placebo-controlled trials, a type of study considered the gold standard for evaluating treatment effectiveness. Independent research groups that have no affiliation to Cogmed have also demonstrated the value of Cogmed’s program. No other program can make this claim.
3. Cogmed Working Memory Training is only provided through a network of highly experienced physicians and psychologists.
The physicians and psychologists we select to offer our program are highly experienced in assisting children and adults with attention and working memory challenge. These highly experienced clinicians can identify when Cogmed Working Memory Training is an appropriate treatment option and provide a full range of evaluation and treatment services when it is not. Many of our partner clinicians are leaders in their community for the treatment of ADHD and learning problems. Several have been elected to the CHADD Hall of Fame. CHADD is the national support organization for children and adults with ADHD and recognize scientists and clinicians whose contribution to the ADHD field warrants this honor.
4. Cogmed Working Memory Training is the only cognitive training program to focus exclusively on training working memory, a critically important cognitive function.
Working memory is our ability to hold information in mind and to use that information in our thinking to perform tasks. It is essential for attention and focus and plays a critical role in children’s academic achievement. Rather than training a wide array of abilities, the entire Cogmed program is focused on training this critical cognitive function. As noted above, the existing research indicates that this intensive focus is associated with meaningful improvements.
5. Cogmed does not make extravagant claims.
You will never hear Cogmed making claims about curing ADHD or eliminating working memory problems. You will not hear us say that it works for everyone because it does not. The claims we make are ones that are supported by the published research and by the results obtained by professionals around the world who use our program. Based on this research and experience, we can confidently state that approximately 80% of individuals with attention and working memory problems who complete Cogmed training will experience meaningful benefits
Cogmed Case Study
Cogmed Success Rates
The below table includes studies that validate the Cogmed Working Memory Training program and that have appeared in peer-reviewed, scientific journals.
|2013||Pediatrics||Working memory training improves cognitive function in VLBW preschoolers||Grunewaldt et al.||Link to abstract|
|2013||Memory & Cognition||Exploration of an adaptive training regimen that can target the secondary memory component of working memory capacity||Gibson et al.||In Press|
|2012||Psycho-Oncology||Working memory training in survivors of pediatric cancer: A randomized pilot study||Hardy et al.||Link to abstract|
|2012||Journal of Child Psychology and Psychiatry||Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD; a randomized controlled trial||Gray et al.||Link to abstract|
|2012||Frontiers in Human Neuroscience||Computerized training of non-verbal reasoning and working memory in children with intellectual disability||Söderqvist et al.||Link to abstract|
|2012||Journal of Applied Research in Memory and Cognition||Component analysis of simple span vs. complex span adaptive working memory exercises: A randomized controlled trial||Gibson et al.||Link to abstract|
|2012||Scandinavian Journal of Occupational Therapy||Working memory training for patients with acquired brain injury: effects in daily life||Johansson & Tornmalm||Link to abstract|
|2012||Frontiers in Human Neuroscience||Working-memory training in younger and older adults: Training gains, transfer and maintenance||Brehmer et al.||Link to abstract|
|2012||Neurotherapeutics||Will working memory training generalize to improve off-task behavior in children with Attention-Deficit/Hyperactivity Disorder?||Green et al.||Link to abstract|
|2011||NeuroImage||Neural correlates of training-related working-memory gains in old age||Brehmer et al.||Link to abstract|
|2011||Science||Interventions shown to aid executive function development in children 4 to 12 years old||Diamond & Lee||Link to abstract|
|2011||Neuropsychologia||Preliminary evidence that allelic variation in the LMX1A gene influences training related working memory improvement||Bellander et al.||Link to abstract|
|2011||Learning and Individual Differences||The impact of working memory training in young people with social, emotional and behavioral difficulties||Roughan & Hadwin||Link to abstract|
|2011||Developmental Science||Gains in fluid intelligence after training non-verbal reasoning in 4-year-old children: A controlled randomized study||Bergman Nutley et al.||Link to abstract|
|2011||Child Neuropsychology||Component analysis of verbal versus spatial working memory training in adolescents with ADHD: A randomized, controlled trial||Gibson et al.||Link to abstract|
|2011||Developmental Psychology||Dopamine, working memory, and training induced plasticity: Implications for developmental research||Söderqvist et al.||Link to abstract|
|2011||Journal of Speech, Language, and Hearing Research||Working memory training for children with cochlear implants: A pilot study||Kronenberger et al.||Link to abstract|
|2010||The Journal of Pediatrics||Computerized working memory training improves function in adolescents born at extremely low birth weight||Løhaugen et al.||Link to abstract|
|2010||Trends in Cognitive Sciences||Training and plasticity of working memory||Klingberg et al.||Link to abstract|
|2010||Journal of Clinical Child & Adolescent Psychology||A controlled trial of working memory training for children and adolescents with ADHD||Beck et al.||Link to abstract|
|2010||Advances in Child Development and Behavior, Vol. 39||Poor working memory: Impact and interventions||Holmes et al.||Link to abstract|
|2010||School Mental Health||Working memory training for children with attention problems||Mezzacappa et al.||Link to abstract|
|2010||Reading and Writing||Effects of working memory training on reading in children with special needs||Dahlin||Link to abstract|
|2010||Applied Cognitive Psychology||Impacts of training and medication on working memory on ADHD Children||Holmes et al.||Link to abstract|
|2010||Brain Injury||Computerized training of working memory in a group of patients suffering from acquired brain injury||Lundqvist et al.||Link to abstract|
|2009||Developmental Science||Training leads to sustained enhancement of poor working memory in children||Holmes et al.||Link to abstract|
|2009||Neuroscience Letters||Working memory plasticity modulated by dopamine transporter genotype||Brehmer et al.||Link to abstract|
|2009||Science||Changes in cortical D1 receptor binding after cognitive training||McNab et al.||Link to abstract|
|2009||Developmental Science||Training and transfer effects of executive functions in preschoolers||Thorell et al.||Link to abstract|
|2007||Physiology and Behavior||Changes in cortical activity after training of working memory – a single-subject analysis||Westerberg & Klingberg||Link to abstract|
|2007||Brain Injury||Computerized working memory training after stroke – a pilot study||Westerberg et al.||Link to abstract|
|2005||JAACAP||Computerized training of working memory of children with ADHD||Klingberg et al.||Link to abstract|
|2004||Nature Neuroscience||Increased prefrontal and parietal activity after training of working memory||Olesen et al.||Link to abstract|
|2002||J. of Clinical & Experimental Neuropsychology||Training of working memory in children with ADHD||Klingberg et al.||Link to abstract|
Below are a sample of published studies that are especially relevant in demonstrating the relationship between working memory and ADHD. All of the studies have been published in top quality scientific journals.
|1997||Psychological Bulletin||Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD.||Barkley||Link to abstract|
|2002||Nature Neuroscience||Neuroscience of attention-deficit/hyperactivity disorder: the search for endophenotypes||Castellanos et al.||Link to abstract|
|2005||Journal of the American Academy of Child and Adolescent Psychiatry||A meta-analysis of working memory impairments in children with attention-deficit/hyperactivity disorder.||Martinussen et al.||Link to abstract|
|2008||Journal of Abnormal Psychology||Cognitive inhibition and working memory in attention-deficit/hyperactivity disorder.||Engelhardt et al.||Link to abstract|
|2009||Journal of Abnormal Child Psychology||Hyperactivity in boys with attention-deficit/hyperactivity disorder (ADHD): A ubiquitous core symptom or manifestation of working memory deficits?||Rapport et al.||Link to abstract|
|2010||Journal of Abnormal Child Psychology||Competing core processes in attention-deficit/hyperactivity disorder (ADHD): Do working memory deficiencies underlie behavioral inhibition deficits?||Alderson et al.||Link to abstract|
|2010||Journal of Abnormal Child Psychology||ADHD and working memory: The impact of central executive deficits and exceeding storage/rehearsal capacity on observed inattentive behavior.||Kofler et al.||Link to abstract|
|2010||Journal of Abnormal Child Psychology||Working memory demands impair skill acquisition in children with ADHD.||Huang-Pollock et al.||Link to abstract|
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