Effects of working memory training on children born preterm

Area of Science:

• Neuroscience
• Developmental Psychology
• Pediatrics

Background:

• Working memory training benefits are established in general populations.
• Limited research exists on working memory training effects in preterm children.
• Preterm birth can impact cognitive development, including executive functions.

Purpose of the Study:

• To investigate the transfer and lasting effects of an online working memory training program.
• To assess working memory and attention in preterm children aged 4-6 years.
• To compare training outcomes between preterm and term-born children.

Main Methods:

• Children aged 4-6 years (preterm and term-born) completed an online working memory program (Cogmed JM) for 5 weeks.
• Non-trained working memory and attention were assessed pre-training, post-training, and at 5-week follow-up.
• Parental ratings of executive functions were collected at all time points.

Main Results:

• Preterm children showed emerging verbal working memory improvements at 5-week follow-up.
• Term-born children demonstrated significant visuospatial working memory gains post-training and at follow-up.
• No significant changes in attention or parent-rated executive functions were observed in either group.

Conclusions:

• Online working memory training offers benefits for preterm children, though the pattern differs from term-born peers.
• The findings suggest specific, potentially delayed, working memory enhancements in preterm populations.
• Further research is needed to understand the mechanisms and optimize interventions for preterm children's cognitive development.