Effects of two different memory training approaches in very preterm-born children

Everts, Regula; Wapp, Manuela; Ritter, Barbara C.; Perrig, Walter; Steinlin, Maja (2015). Effects of two different memory training approaches in very preterm-born children. Advances in Pediatric Research, 2(13) Longdom 10.12715/apr.2015.2.13

[img]
Preview
Text
APR02-0927.pdf - Published Version
Available under License Creative Commons: Attribution (CC-BY).

Download (354kB) | Preview

Background: Little research has been conducted to assess the effect of using memory training with school-aged children who were born very preterm. This study aimed to determine whether two types of memory training approaches resulted in an improvement of trained functions and/or a generalization of the training effect to non-trained cognitive domains. Methods: Sixty-eight children born very preterm (7¬-12 years) were randomly allocated to a group undertaking memory strategy training (n=23), working memory training (n=22), or a waiting control group (n=23). Neuropsychological assessment was performed before and immediately after the training or waiting period, and at a six-month follow-up. Results: In both training groups, significant improvement of different memory domains occurred immediately after training (near transfer). Improvement of non-trained arithmetic performance was observed after strategy training (far transfer). At a six-month follow-up assessment, children in both training groups demonstrated better working memory, and their parents rated their memory functions to be better than controls. Performance level before the training was negatively associated with the training gain. Conclusions: These results highlight the importance of cognitive interventions, in particular the teaching of memory strategies, in very preterm-born children at early school age to strengthen cognitive performance and prevent problems at school.

Item Type: Journal Article (Original Article)
Division/Institute: 04 Faculty of Medicine > Department of Gynaecology, Paediatrics and Endocrinology (DFKE) > Clinic of Paediatric Medicine
04 Faculty of Medicine > Department of Radiology, Neuroradiology and Nuclear Medicine (DRNN) > Institute of Diagnostic and Interventional Neuroradiology
07 Faculty of Human Sciences > Institute of Psychology > Experimental Psychology and Neuropsychology
10 Strategic Research Centers > Center for Cognition, Learning and Memory (CCLM)
UniBE Contributor: Everts, Regula; Wapp, Manuela; Perrig, Walter and Steinlin, Maja
Subjects: 600 Technology > 610 Medicine & health
100 Philosophy > 150 Psychology
ISSN: 2385-4529
Publisher: Longdom
Language: English
Submitter: Anna Maria Ruprecht
Date Deposited: 05 Aug 2015 08:24
Last Modified: 05 Aug 2015 08:24
Publisher DOI: 10.12715/apr.2015.2.13
BORIS DOI: 10.7892/boris.70679
URI: http://boris.unibe.ch/id/eprint/70679

Actions (login required)

Edit item Edit item
Provide Feedback