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Computerized working memory training has positive long‐term effect in very low birthweight preschool children
Author(s) -
Grunewaldt Kristine Hermansen,
Skranes Jon,
Brubakk AnnMari,
Lähaugen Gro C C
Publication year - 2016
Publication title -
developmental medicine and child neurology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.658
H-Index - 143
eISSN - 1469-8749
pISSN - 0012-1622
DOI - 10.1111/dmcn.12841
Subject(s) - working memory training , working memory , psychology , intervention (counseling) , cognitive training , cognition , neuropsychology , developmental psychology , memory span , clinical psychology , audiology , medicine , psychiatry
Aim Working memory deficits are frequently found in children born preterm and have been linked to learning disabilities, and cognitive and behavioural problems. Our aim was to evaluate if a computerized working memory training program has long‐term positive effects on memory, learning, and behaviour in very‐low‐birthweight ( VLBW ) children at age 5 to 6 years. Method This prospective, intervention study included 20 VLBW preschool children in the intervention group and 17 age‐matched, non‐training VLBW children in the comparison group. The intervention group trained with the Cogmed JM working memory training program daily for 5 weeks (25 training sessions). Extensive neuropsychological assessment and parental questionnaires were performed 4 weeks after intervention and at follow‐up 7 months later. For most of the statistical analyses, general linear models were applied. Results At follow‐up, higher scores and increased or equal performance gain were found in the intervention group than the comparison group on memory for faces ( p =0.012), narrative memory ( p =0.002), and spatial span ( p =0.003). No group differences in performance gain were found for attention and behaviour. Interpretation Computerized working memory training seems to have positive and persisting effects on working memory, and visual and verbal learning, at 7‐month follow‐up in VLBW preschool children. We speculate that such training is beneficial by improving the ability to learn from the teaching at school and for further cognitive development.