Article

Working memory deficits are frequently found in children born preterm and
have been linked to learning disabilities, and cognitive and behavioural
problems. Our aim was to evaluate if a computerized working memory training
program has long-term positive effects on memory, learning, and behaviour in
very-low-birthweight (VLBW) children at age 5 to 6 years. METHOD: This prospective, intervention study included 20 VLBW preschool children in the
intervention group and 17 age-matched, non-training VLBW children in the
comparison group. The intervention group trained with the Cogmed JM working
memory training program daily for 5 weeks (25 training sessions). Extensive
neuropsychological assessment and parental questionnaires were performed 4 weeks
after intervention and at follow-up 7 months later. For most of the statistical
analyses, general linear models were applied. RESULTS: At follow-up, higher
scores and increased or equal performance gain were found in the intervention
group than the comparison group on memory for faces (p=0.012), narrative memory
(p=0.002), and spatial span (p=0.003). No group differences in performance gain
were found for attention and behaviour. INTERPRETATION: Computerized working
memory training seems to have positive and persisting effects on working memory,
and visual and verbal learning, at 7-month follow-up in VLBW preschool children.
We speculate that such training is beneficial by improving the ability to learn
from the teaching at school and for further cognitive development.
CI - (c) 2015 Mac Keith Press.

Langue : ANGLAIS