Preventing academic difficulties in preterm children: A randomised controlled trial of an adaptive working memory training intervention - IMPRINT study

Leona Pascoe; Gehan Roberts; Lex W. Doyle; Katherine J. Lee; Deanne K. Thompson; Marc L. Seal; Elisha K. Josev; Chiara Nosarti; Susan Gathercole; Peter J. Anderson

doi:10.1186/1471-2431-13-144

Preventing academic difficulties in preterm children: A randomised controlled trial of an adaptive working memory training intervention - IMPRINT study

Leona Pascoe
, Gehan Roberts
, Lex W. Doyle
, Katherine J. Lee
, Deanne K. Thompson
, Marc L. Seal
, Elisha K. Josev
, Chiara Nosarti
, Susan Gathercole
, Peter J. Anderson^*

^*Corresponding author for this work

Royal Children's Hospital, Melbourne
University of Melbourne
Department of Psychosis Studies
University of Cambridge

Research output: Contribution to journal › Article › peer-review

39 Citations (Scopus)

262 Downloads (Pure)

Abstract

Background: Very preterm children exhibit difficulties in working memory, a key cognitive ability vital to learning information and the development of academic skills. Previous research suggests that an adaptive working memory training intervention (Cogmed) may improve working memory and other cognitive and behavioural domains, although further randomised controlled trials employing long-term outcomes are needed, and with populations at risk for working memory deficits, such as children born preterm.In a cohort of extremely preterm (

Original language	English
Article number	144
Journal	BMC Pediatrics
Volume	13
Issue number	1
DOIs	https://doi.org/10.1186/1471-2431-13-144
Publication status	Published - 16 Sept 2013

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Academic outcomes
Cogmed
Cognitive training
Extremely low birth weight
Magnetic Resonance Imaging
Neuroplasticity
Preterm
Randomised controlled trial
Working memory

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10.1186/1471-2431-13-144Licence: CC BY

art%3A10.1186%2F1471-2431-13-144Final published version, 404 KBLicence: CC BY

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Pascoe, L., Roberts, G., Doyle, L. W., Lee, K. J., Thompson, D. K., Seal, M. L., Josev, E. K., Nosarti, C., Gathercole, S., & Anderson, P. J. (2013). Preventing academic difficulties in preterm children: A randomised controlled trial of an adaptive working memory training intervention - IMPRINT study. BMC Pediatrics , 13(1), Article 144. https://doi.org/10.1186/1471-2431-13-144

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abstract = "Background: Very preterm children exhibit difficulties in working memory, a key cognitive ability vital to learning information and the development of academic skills. Previous research suggests that an adaptive working memory training intervention (Cogmed) may improve working memory and other cognitive and behavioural domains, although further randomised controlled trials employing long-term outcomes are needed, and with populations at risk for working memory deficits, such as children born preterm.In a cohort of extremely preterm (",

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AU - Doyle, Lex W.

AU - Lee, Katherine J.

AU - Thompson, Deanne K.

AU - Seal, Marc L.

AU - Josev, Elisha K.

AU - Nosarti, Chiara

AU - Gathercole, Susan

AU - Anderson, Peter J.

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KW - Cognitive training

KW - Extremely low birth weight

KW - Magnetic Resonance Imaging

KW - Neuroplasticity

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KW - Randomised controlled trial

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Preventing academic difficulties in preterm children: A randomised controlled trial of an adaptive working memory training intervention - IMPRINT study

Abstract

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Keywords

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