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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
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Working memory training improves cognitive function in VLBW preschoolers

Kristine Hermansen Grunewaldt1, Gro Christine Christiansen Løhaugen, Dordi Austeng

  • 1Department of Laboratory Medicine, Children's and Women's Health, Norwegian University of Science and Technology, Trondheim, Norway. kristine.grunewaldt@ntnu.no

Pediatrics
|February 13, 2013
PubMed

Insights

Computerized working memory training significantly improved cognitive functions in very low birth weight (VLBW) preschoolers. This intervention shows promise for enhancing academic readiness and reducing learning challenges in this vulnerable population.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • Children born preterm with very low birth weight (VLBW) exhibit deficits in attention and executive functions, including working memory.
  • These cognitive challenges can impact academic performance and overall development.

Purpose of the Study:

  • To assess the efficacy of a computerized working memory training program for VLBW preschoolers.
  • To determine if the training yields generalized improvements in memory, learning, attention, behavior, and anxiety.

Main Methods:

  • A prospective, stepped-wedge intervention study involving 20 VLBW preschoolers (5-6 years old).
  • Participants engaged in daily 10-15 minute computerized working memory training for 5 weeks.
  • Neuropsychological assessments and parental questionnaires were administered pre- and post-intervention.

Main Results:

  • Significant improvements were observed in both trained and untrained working memory tasks.
  • Generalization effects were noted in auditory attention, phonological awareness, visual memory (faces), and verbal memory (narrative, sentence repetition).

Conclusions:

  • Computerized working memory training is beneficial for VLBW preschoolers.
  • Early intervention may mitigate cognitive deficits and improve educational outcomes before school entry.
Abstract

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