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Figure I. Example of a working memory training task. This figure is used with permission from LearningRx. See the online article for the color version of this figure.

Figure 1 I. Example of a working memory training task. This figure is used with permission from LearningRx. See the online article for the color version of this figure.

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Sample Descriptive Statistics Note. TBI = traumatic brain injury.
Sample Descriptive Statistics Note. TBI = traumatic brain injury.
Note. Diff = difference; d = Cohen’s d effect size. “p< .001. Significance Testing Results for Whole Sample Table 2
Note. Diff = difference; d = Cohen’s d effect size. “p< .001. Significance Testing Results for Whole Sample Table 2
Figure 2. Comparison of qualitative themes by group. Memory. The theme of memory covers comments regarding changes in short-term, working, and long-term memory. Thirty-seven percent (n = 101) of the whole sample reported changes in memory. The difference between pro and partner results was not statistically signifi-
Figure 2. Comparison of qualitative themes by group. Memory. The theme of memory covers comments regarding changes in short-term, working, and long-term memory. Thirty-seven percent (n = 101) of the whole sample reported changes in memory. The difference between pro and partner results was not statistically signifi-
T-Score Results to Control for Practice Effects cant, x” (1) = .72, p = .40, with 41% (n = 47) in the partner group and 35% (n = 54) in the pro group reporting changes in memory. The num- ber reporting changes in memory was not sig- nificantly different between age groups either, x°(1) = 3.44, p = .06. Participants responded with comments such as, “I can remember things better because of the strategies that I learned here,” and “I do not struggle in recalling certain items as much as I did before.” Several partic- ipants specifically addressed memory in regard to aging such as, “It was exciting at my age to see the improvements I made especially with the short term memory,” and “I have been able to keep my brain sharp and improve my mem- ory ... skills that will help me maintain my independence as I continue to age.” Others made general observations such as, “My mem- ory retention has really improved,” and “I am much better at remembering details,” as well as specific practical-application of memory changes such as “I no longer forget where I parked my car; I no longer walk from one room in the house to another, forgetting what I went for; I have much better name and word recall,” and “Remembering little things that add up to a lot, hence, remembering to mail due bills, re- membering stamps in glove box, remembering someone’s phone number, recalling what the date is, LOL. It makes a HUGE difference be- cause these ‘little things’ are everyday life!.” One of the comments in the theme of memory me that the brain can be improved.” A spouse wrote, “I have noticed a reduced frustration evel as [he] is able to do more things and communicate more clearly . . . especially more enthusiasm for the future.” Participants also re- ported increased confidence and positive out- ook such as, “[Training] has made me deter- mined to not limit what I want to do— knowing that my brain can tackle new challenges,” “I have gained personal confidence because of the process of the training . . . this confidence then spreads into other areas and brings a positive quality to all of life,” and “I am recovering my self-confidence, self-acceptance, desire to en- gage in life again, to find and pursue a new direction and purpose in life, and others who know me will describe me as an entirely differ- ent person as compared to prior.”
T-Score Results to Control for Practice Effects cant, x” (1) = .72, p = .40, with 41% (n = 47) in the partner group and 35% (n = 54) in the pro group reporting changes in memory. The num- ber reporting changes in memory was not sig- nificantly different between age groups either, x°(1) = 3.44, p = .06. Participants responded with comments such as, “I can remember things better because of the strategies that I learned here,” and “I do not struggle in recalling certain items as much as I did before.” Several partic- ipants specifically addressed memory in regard to aging such as, “It was exciting at my age to see the improvements I made especially with the short term memory,” and “I have been able to keep my brain sharp and improve my mem- ory ... skills that will help me maintain my independence as I continue to age.” Others made general observations such as, “My mem- ory retention has really improved,” and “I am much better at remembering details,” as well as specific practical-application of memory changes such as “I no longer forget where I parked my car; I no longer walk from one room in the house to another, forgetting what I went for; I have much better name and word recall,” and “Remembering little things that add up to a lot, hence, remembering to mail due bills, re- membering stamps in glove box, remembering someone’s phone number, recalling what the date is, LOL. It makes a HUGE difference be- cause these ‘little things’ are everyday life!.” One of the comments in the theme of memory me that the brain can be improved.” A spouse wrote, “I have noticed a reduced frustration evel as [he] is able to do more things and communicate more clearly . . . especially more enthusiasm for the future.” Participants also re- ported increased confidence and positive out- ook such as, “[Training] has made me deter- mined to not limit what I want to do— knowing that my brain can tackle new challenges,” “I have gained personal confidence because of the process of the training . . . this confidence then spreads into other areas and brings a positive quality to all of life,” and “I am recovering my self-confidence, self-acceptance, desire to en- gage in life again, to find and pursue a new direction and purpose in life, and others who know me will describe me as an entirely differ- ent person as compared to prior.”
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PsychologyNeuroscience (Psychology)
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