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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
Published on: June 12, 2017
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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
Summary
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.
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