Jonathan Jones
PhD student


Research interests

  • Child and adolescent clinical neuropsychology
  • Cognitive neuroscience
  • ADHD
  • CBT
  • Metacognition and theory of mind
  • Executive functions

Research projects

Project Title: How Does Working Memory Training Work? Investigating the Neural Correlates of Cognitive Training in Children with ADHD.

Supervisors: Anna Adlam and Fraser Milton

Funding Body: ESRC

Project Description:
Individuals affected by Attention Deficit Hyperactivity Disorder (ADHD) often have impaired working memory function, especially for visuo-spatial material (Martinussen et al., 2005). Computerised working memory training has been shown to improve working memory ability in typically developing children (Thorell et al., 2009), children with ADHD (Klingberg et al., 2005; Holmes et al., 2009b), children with low working memory (Holmes et al., 2009a) and adults (Brehmer et al., 2012). The current project aims to build on a growing body of neuroimaging literature that suggests working memory training enhances the activity of (Hoekzema et al., 2010) and functional connectivity between (Jolles et al., 2013) neural structures related to working memory and ADHD pathophysiology. We plan to use functional Magnetic Resonance Imaging (fMRI) to examine the specific neural effects of working memory training. We will use Diffusion Tensor Imaging (DTI) to determine whether there is a difference in white matter tracts, especially in the frontoparietal network, after training. We will also use Effective Connectivity (EC) techniques to determine how brain regions critical for working memory interact and how this changes post-training. Additionally, we will examine the potential advantage of adding a metacognitive strategies module to be taught alongside working memory training.


Jones, J. S., Souchay, C., Moulin, C., & Adlam, A-L. R. (in preparation). Metacognition, Theory of Mind, and Children’s Ability to Engage with Cognitive Behavioural Therapy.

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