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Implicit Learning Abilities in Adolescents Born Very Preterm

E Sabrina Twilhaar1, Jorrit F de Kieviet1, Ruurd M van Elburg2,3

  • 1a Clinical Neuropsychology section , Vrije Universiteit Amsterdam , Amsterdam , The Netherlands.

Developmental Neuropsychology
|May 22, 2019
PubMed

Insights

Adolescents born very preterm demonstrate intact implicit learning abilities, similar to their full-term peers. This suggests implicit learning strategies could aid skill development in very preterm children.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Pediatrics

Background:

  • Very preterm birth is linked to neurodevelopmental impairments, with limited progress in outcomes.
  • Understanding learning processes is crucial for developing interventions for preterm infants.
  • Implicit learning, independent of working memory, is a key area of interest due to preterm-related cognitive differences.

Purpose of the Study:

  • To investigate and compare implicit learning abilities in adolescents who were born very preterm versus full-term.
  • To determine if very preterm birth impacts the development of implicit learning skills.

Main Methods:

  • A cohort of 13-year-old adolescents, including 49 born very preterm and 61 born full-term, were assessed.
  • Implicit learning was measured using a standardized cognitive task designed to evaluate unconscious learning processes.

Main Results:

  • No significant difference was found in the degree of implicit learning between the very preterm and full-term adolescent groups.
  • This finding indicates that implicit learning capabilities are preserved in individuals born very preterm.

Conclusions:

  • Adolescents born very preterm possess intact implicit learning abilities.
  • Implicit learning strategies may offer a promising avenue for enhancing skill acquisition in children born very preterm.

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