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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
Published on: September 20, 2020
Effects of working memory training on children born preterm
Clara S C Lee1, Jacqueline Pei1, Gail Andrew2
1a Educational Psychology, University of Alberta , Edmonton , Alberta , Canada.
Insights
Working memory training shows benefits for preterm children, with verbal improvements appearing later. Gains differ from term-born children, highlighting unique developmental trajectories in working memory.
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.
Abstract:
Researchers have reported benefits of working memory training in various populations, however, the training gains in preterm population is still inadequately studied. This study aimed to investigate the transfer and lasting effects of an online working memory training program on a group of preterm children aged between 4 and 6 years (mean gestational age = 28.3 weeks; mean birth weight = 1153 grams). Children were asked to perform the Cogmed JM at home for approximately 15 minutes a day, 5 days a week for 5 weeks. Their nontrained working memory and attention were assessed pre-training, post-training, and at 5-week follow-up. Parent ratings on children's executive functions were obtained at the three time points. Results revealed that significant improvements in verbal working memory was emerging in preterm children at 5-week follow-up, while significant gains in visuospatial working memory was found post-training and at 5-week follow-up in age-matched term-born children. These results indicated that working memory training has benefits on preterm children; however, the gains are different from those observed in term-born children. No significant differences in attention and parent-rated EF were found in either group across time. The possible explanations for the training benefits observed in preterm children were discussed.
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