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Updated: Jun 4, 2026
10:58
Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
Published on: August 28, 2021
Addressing mathematical computation difficulties in individuals born very preterm, through working memory, processing
Taylor Mills1,2, Melissa Middleton2, Leona Pascoe2
1Monash University, Australia.
Summary
Children born very preterm (VP) often struggle with math. Improving working memory, processing speed, and selective attention in childhood can significantly enhance their long-term mathematical computation skills.
Area of Science:
- Neuroscience
- Developmental Psychology
- Cognitive Science
Background:
- Mathematical computation deficits are common in individuals born very preterm (VP).
- The specific cognitive mechanisms underlying these deficits remain unclear.
- This study investigates potential mediating roles of early cognitive functions.
Purpose of the Study:
- To examine if working memory, processing speed, and selective attention at age 7 mediate the link between VP birth and later mathematical computation.
- To quantify the potential impact of cognitive interventions on mathematical outcomes.
Main Methods:
- Causal mediation analysis was employed.
- Standardized cognitive assessments (working memory, processing speed, selective attention) were administered at age 7.
- Mathematical computation was assessed at ages 13 and 20.
- An interventional effects approach estimated outcome improvements from hypothetical cognitive enhancements.
Main Results:
- Individuals born VP showed lower mathematical computation performance at ages 13 and 20 compared to full-term (FT) born individuals.
- Hypothetical improvements in working memory, processing speed, and selective attention to FT levels significantly reduced the performance gap.
- Simultaneous intervention across all three cognitive domains could reduce the math performance difference by 68.7% at 13 years and 44.1% at 20 years.
Conclusions:
- Working memory, processing speed, and selective attention are significant mediators of mathematical deficits in individuals born VP.
- Targeted childhood interventions in these cognitive domains show promise for improving adolescent and adult mathematical outcomes.
- Concurrent interventions may yield the most substantial benefits for mathematical development in the VP population.
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