Cogmed Working Memory Training

Cogmed user stories

These Cogmed user stories below illustrate the Cogmed Working Memory Training process and how the effects vary from person to person. The descriptions are based on factual cases but the names have been changed to protect their identities.

David, 20, Cleveland, OH

For college student David of Cleveland, OH, working his summer job used to be a source of anxiety and even embarrassment. Diagnosed with ADHD in the third grade, David would frequently lose his train of thought and forget to complete seemingly simple tasks. As an employee of a local concession stand owned by his father, David was overwhelmed by the very thought of working the cash register because he was afraid he would confuse incoming orders and give customers incorrect change. As a result, he was limited to more menial jobs, such as lugging soda from the van to the stand.

All of that changed in the summer of 2006 when David’s physician, Dr. Arthur Lavin of Beachwood, OH, recommended that David try Cogmed Working Memory Training, a five-week software-based program developed in Sweden that strengthens working memory and subsequently increases problem solving skills and attention abilities. Though skeptical, David began the program and discovered that it appealed to his competitive nature. He found himself looking forward to the daily challenge.

He saw results after the first few weeks. “I began to notice that my scores in the program were doubling,” he said. “Then I began to see changes at home: I wasn’t forgetting little tasks like cleaning up or taking out the garbage. By the end of the summer, I was working the cash register at the concession stand, handling 10 orders at a time and not screwing up any of them. My parents were amazed.”

Almost a year later, David continues to benefit from the training. He now confronts the once seemingly insurmountable challenges of work and school calmly, breaking down each task in to logical steps. “The training completely changed the way I approach work,” he said, “Now, I’m more confident and I know where I’m going.”

Holly, 12, Forest Park, IL

For twelve year old Holly of Forest Park, IL, getting ready for school was a major event in the house, often with disastrous results. Diagnosed with a mild case of ADD, she struggled to remember the order of tasks which made it difficult to develop a working morning routine. This carried over in the classroom as well. “Her notebook would be a giant disorganized mess,” said Holly’s mom, Kate. “Her teacher would give her assignments to complete and she could only remember the last portion of the instruction.” Ordinarily an active and outgoing girl, this limitation led to problems interacting with her peers and a lack of confidence in her abilities.

Determined to find new approach for the upcoming school year, Holly’s parents sought out psychologist Dr. Alan Graham of Park Ridge who offered Cogmed Working Memory Training, a five-week software-based program developed in Sweden that strengthens working memory and subsequently increases attention abilities and problem solving skills. With the support of her parents, Holly persevered through the challenging program.

The family began to see changes after the third week. “We would give her a list of chores with multiple instructions and she would complete them right away,” said Kate. “She was more patient with her sister and her confidence just skyrocketed.” Very active in Girl Scouts, Holly’s new confidence caught the attention of other parent leaders who recommended she be the leader of her troop. “People have come up to me to say, ‘Holly has matured so much. What have you been doing with her this summer?’'

Amanda, 8, Northbrook, IL

For eight-year-old Amanda of Northbrook, IL, math class was a daily problem that didn’t always add up. Diagnosed with ADHD in second grade, Amanda struggled to focus her attention long enough to perform the mental steps necessary for solving seemingly simple math equations. Despite constant encouragement from her parents and her personal math tutor, Amanda’s difficulties were compounded by feelings of frustration and failure that she began to associate with all things mathematical.

That changed in the fall of 2006 when Amanda’s tutor learned about Cogmed Working Memory Training and suggested to the family that it might be beneficial for Amanda. Amanda’s mother, Susan, carefully researched the program before contacting psychologist Dr. Alan Graham of Park Ridge to sign up Amanda for the training program.

With the support of her parents and teachers, Amanda began the five-week program, performing the daily exercises on her home computer. She found it to be very challenging, requiring intense focus and perseverance. At times, she grew frustrated and wanted to quit but always recommitted herself with encouragement from Dr. Graham and her family. “There was an enormous amount of reinforcement at every level of the program, from the racing game at the end of each session to the weekly conversation with Dr. Graham,” said Susan, who treated Amanda to celebratory lunches and manicures throughout the training. “We were all thrilled to see the daily progress Amanda was making—one little jump at a time.”

After the training, Amanda’s parents and teachers noticed significant changes in her behavior. At home, she exhibited greater control over her impulses and became the cleanest and most organized of her three siblings. In school, her math and test taking skills increased dramatically. Her teachers were amazed by her newfound poise in the classroom. Even Amanda’s relationships benefited, as she became a more patient and attentive listener. She also took new interest in social activities that once seemed overwhelming, like cards and board games. “It was like a little light bulb went on in all these different areas of her life,” said Susan. “In many ways, Cogmed helped to re-wire the way she thinks and approaches everyday problems.”

Kyle, 10, Ventura County, CA

A friendly child from Ventura County, CA, Kyle often charmed teachers with his winning personality. But in third grade they began to notice that he had considerable trouble focusing and remembering tasks. His parents noticed too, as homework became a daily up-hill battle. “We would work with him for hours, especially in math, but by the time he got to class the next day he would retain very little,” said his mother, Isabel. The problem only worsened in fourth grade and Kyle was diagnosed with a mild case of ADHD.

But his academic performance took a turn for the better when Kyle’s psychologist, Dr. Steve Bozylinski of Westlake Village, CA, recommended a five-week computerized brain training program.

“The training program really challenged Kyle,” said Isabel. “But he really wanted to well because he knew this could help and I know he wanted to make us happy, so he persevered.”

Kyle’s efforts paid off and his parents began to notice improvements at home and school. “His grades definitely improved after the training and he was so much better around the house,” said Kyle’s mother, Isabel. “Most importantly he began to have confidence and take initiative—starting his homework without being asked, looking forward to challenges instead of fearing them—we were amazed.”

Nina, 9, Concord, MA

For Nina of Concord, MA, third grade provided more frustration than education. An exceptionally bright child, Nina tested extremely well in all areas of intelligence except working memory, a brain function linked to attention that allows individuals to hold information in mind for brief periods of time.

Her inability to retain multi-step instruction left Nina bewildered in the classroom; “I just don’t get it” was the frequent refrain to her teachers. “Second grade was tough but by third grade she was becoming painfully shy and self-conscious” said Nina’s mom, Rachel. “She never wanted to raise her hand.”

All of that changed this year when Nina’s psychologist, Dr. Gotthelf of Needham, MA recommended a five-week computerized brain training program designed especially to improve working memory.

“The program was challenging but she rose to the occasion,” said Rachel. “She would get very excited every time she achieved a new score and would come running into the room to tell us about it. Now, her confidence is way up, she reads for enjoyment and she wants to be the one in the class with the answer. Her teachers are amazed—she’s at the top of her class.”

Jason, 12, Houston, TX

Jason is a 12-year-old boy who has problems at school in situations that require concentration. He hasn’t yet learned to read properly and has difficulty initiating school assignments on his own. Jason has been assessed by a clinical psychologist. The assessment shows no specific diagnosis but rather a low working memory. His overall IQ is within normal range. Jason is very eager to begin his training program and there are no problems in setting up a training schedule. Jason maintains his high level of motivation throughout his training and the coach calls mainly involve the reinforcement of his progress.

After completing the 25 days of training, Jason’s mother tells the coach in the wrap-up session that she thinks the training program has worked and has even surpassed her expectations. For the first time in his life Jason has picked up a book on his own initiative and read it. Overall, Jason seems more focused and keeps better track of things. Six months later the coach contacts the family again for a follow-up interview. Jason’s mother then reports that Cogmed Working Memory Training has clearly impacted her son’s life.

First of all, Jason’s reading has improved dramatically. He can also give a better account of how his day has gone and even remind other family members of things they are supposed to do. His mother describes how Jason has found new strategies in his every day life such as how to make his reserve of concentration last longer. The school which was not a part of the training reports that Jason is now more calm in the classroom setting and that his overall learning capacity has improved. They now describe Jason as a much more focused child.

John, 10, Phoenix, AZ

John is a 10-year-old boy with difficulties sitting still. He can only sit still and concentrate while in front of computer games or while participating in activities in which he takes great interest. John also has a very hard time remembering what he has just read as well as remembering instructions. He works quickly and sloppily to get through his assignments. He is easily distracted and impulsive. John is very eager to get started with training, but in spite of his initial enthusiasm, training turns out to be quite challenging. The coach and training aide work closely together to help John through his training program.

After completing the program, the training aide tells the coach that John has become calmer since the training period. John’s teacher has reported that John can now sit still for longer periods of time than before. The teacher also thinks that John has matured and has developed a new sense of self-awareness.

John’s parents can also see a difference in John’s behavior. School demands have increased and John is doing much better. He is now working more independently on his homework. John’s father notes the following, “Last night he had a long written assignment that he started doing after he was done with all other homework. Unlike before the training, he just sat down and did it, and did a great job! He also seems to retain more from reading and is better able to put together a good report.”

John’s father also comments that when he gives his son several tasks he is now better able to retain what is being said and follow through with the instructions.
In the 6-month follow-up call, the training aide reports that training effects have increased rather than decreased since the end of the training period. The training aide emphasizes that John still has difficulties in school, but they are much less prominent than before.

Teresa, 16, New York, NY

Teresa is a 16-year-old girl who has struggled in school throughout her life. She is a “slow” learner and she describes herself as follows, “When the other children are almost finished with their tasks I am about to start mine.” This feeling of inadequateness has given Teresa a very low self-esteem. On IQ tests, however, one can see that she is within the normal range but her working memory and processing speed are lower than what you would expect from a girl her age. Teresa completely understands how Cogmed’s Working Memory Training works and says, “I don’t need any rewards - this I will do for myself, not for you.” Teresa trains at home with her mother as the support aide. In the beginning she requires help with the training structure, but while in front of the computer she manages her training completely on her own. She is highly motivated throughout the training.

After training Teresa tells the coach that she definitely thinks she remembers things more easily. When the coach asks her to specify she says, “I get distracted much less and I can stay focused longer.” At school Teresa’s teacher has noticed great progress in her academic performance. It is most apparent on math tests but her reading performance and word memorization have also improved. Teresa’s mother has noticed significant change in her moods with a marked shift for the better. Her homework has improved especially on timed tasks. She does not seem to get as easily distracted or need as much reminding. At the 6-month follow-up Teresa says she feels a slight decline in the effects she initially felt upon completing her training. The coach and mother decide to set up a booster training program to further enhance her progress.