・ Participants receiving computerized working memory training showed significantly greater improvements and self-reported fewer ADHD symptoms and cognitive failures.

(Gropper et al., 2014)

・ Students with ADHD demonstrated worse auditory working memory.

(Lineweaver et al., 2012)

・ The ADD/ADHD group made significantly more left-sided omission errors.

(Jones et al., 2008)

・ Controlling for cognitive ability, ADHD participants were significantly different on all dependent measures related to time estimation abilities (p < 0.05). Controlling for IQ did not change the main outcomes.

(Prevatt et al., 2011)

・ Children using the game working memory training showed greater motivation, better training performance, and better working memory (i.e., higher scores on a working memory task) versus the regular working memory training.

(Prins et al., 2011)

・ No statistically significant differences are found between groups on measures of executive function and written expression.

(Semrud-Clikeman & Harder, 2011)

・ Significant positive correlations are found between the Attribution Style Questionnaire to measure causal thinking scores and for grade point average for the subgroup with co-occurring ADHD and learning disabilities and for the three subgroups combined.

(Shmulsky & Gobbo, 2007)