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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Long-Term Academic Functioning Following Cogmed Working Memory Training for Children Born Extremely Preterm: A

Peter J Anderson1, Katherine J Lee2, Gehan Roberts2

  • 1Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia; Murdoch Children's Research Institute, Melbourne, Australia.

The Journal of Pediatrics
|September 5, 2018
PubMed

Insights

Cogmed Working Memory Training showed minimal benefits for academic functioning in extremely preterm children up to 24 months post-intervention. Researchers do not recommend Cogmed for this population to improve academic outcomes.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Pediatrics

Background:

  • Extremely preterm/extremely low birth weight (ELBW) children often face academic challenges.
  • Working memory training aims to improve cognitive functions that support learning.

Purpose of the Study:

  • To evaluate the long-term effectiveness of Cogmed Working Memory Training.
  • To compare Cogmed with a placebo program in improving academic functioning in 7-year-old ELBW children.

Main Methods:

  • A multicenter, double-blind, placebo-controlled randomized trial.
  • 91 extremely preterm/ELBW children received either Cogmed or a placebo program.
  • Academic achievement and cognitive functions were assessed 24 months post-training.

Main Results:

  • Little evidence of Cogmed's benefit on academic functioning was observed.
  • No significant improvements in working memory, attention, or executive behavior were found compared to placebo.

Conclusions:

  • Cogmed is not recommended for improving academic functioning in early school-aged ELBW children.
  • Further research may be needed to identify effective interventions for this population.
Abstract

Keywords:
academic outcomescognitive trainingprematurity

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