The Effects of High Intensity Interval Training on Working Memory Performance in Sendentary Young Adults

Averett, Ashley August (2017) The Effects of High Intensity Interval Training on Working Memory Performance in Sendentary Young Adults. Masters thesis, Northern Arizona University.

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Abstract

Aerobic excise interventions improve working memory performance among older adults and in clinical populations. The present research seeks to extend these findings by investigating the effects of an 8-week high intensity interval training aerobic exercise intervention on the working memory performance of sedentary but otherwise healthy young adults. Working memory performance was assessed pre-intervention and post-intervention using three distinct tasks: the Psychology Experiment Building Language (PEBL) reverse digit span task, the PEBL visual-response memory span task, and the PEBL symmetry span task. It was hypothesized that working memory performance, as measured by a maximum span on each task, would improve following the exercise intervention. Preliminary results (N = 6) do not indicate improvements in working memory performance. No difference was found in reverse digit span, visual-response memory span, or symmetry span task performance. Future studies should continue to contribute to understanding effects of aerobic exercise interventions on working memory performance of sedentary but otherwise healthy young adults.

Item Type:	Thesis (Masters)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	High interval training; working memory;Psychology Experiment Building Language
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Social and Behavioral Science > Psychological Sciences
Date Deposited:	10 Jan 2018 18:23
URI:	http://openknowledge.nau.edu/id/eprint/4923

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