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Motor learning and working memory in children born preterm: a systematic review
Marjolein Jongbloed-Pereboom1, Anjo J W M Janssen, Bert Steenbergen
1Radboud University Nijmegen, Behavioural Science Institute, Nijmegen, The Netherlands. M.Jongbloed-Pereboom@pwo.ru.nl
Neuroscience and Biobehavioral Reviews
|February 23, 2012
Summary
Preterm birth impacts children's motor and cognitive skills. This review found limited research on motor learning and working memory in preterm children, highlighting a need for future studies to improve interventions.
Area of Science:
- Developmental Psychology
- Neuroscience
- Pediatrics
Background:
- Children born preterm face increased risks for motor, cognitive, and behavioral issues.
- Working memory is crucial for explicit motor skill learning, but its relationship with motor learning in preterm infants is understudied.
Purpose of the Study:
- To review motor learning, visual working memory, and the role of working memory in motor learning specifically within the preterm child population.
- To identify research gaps concerning the interplay between motor learning and working memory in preterm children.
Main Methods:
- A systematic review of four databases was performed, identifying 38 relevant articles.
- Articles were assessed for methodological quality, with a focus on studies involving preterm children.
Main Results:
- Only 4 out of 38 articles specifically addressed motor learning in preterm children.
- Thirty-four studies indicated that preterm birth negatively affects visual working memory performance.
- Crucial information on motor learning and the influence of working memory on its components in preterm children was notably absent.
Conclusions:
- There is a significant lack of research on motor learning and its relationship with working memory in preterm children.
- Future research is essential to explore this relationship, potentially leading to evidence-based interventions for this vulnerable population.
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