Computerized Memory Training Leads to Sustained Improvement in Visuospatial Short-Term Memory Skills in Children with Down Syndrome

Bennett, Stephanie; Holmes, Joni; Buckley, Sue

doi:10.1352/1944-7558-118.3.179

Cited by 95 publications

(115 citation statements)

References 21 publications

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“…11 For example, a recent study demonstrated that training could enhance WM in children with Down syndrome. 12 These findings thus support the importance of early recognition of WM difficulties.…”

Section: Introductionsupporting

confidence: 53%

Heterozygous deletion of the LRFN2 gene is associated with working memory deficits

et al. 2015

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Learning disabilities (LDs) are a clinically and genetically heterogeneous group of diseases. Array-CGH and high-throughput sequencing have dramatically expanded the number of genes implicated in isolated intellectual disabilities and LDs, highlighting the implication of neuron-specific post-mitotic transcription factors and synaptic proteins as candidate genes. We report a unique family diagnosed with autosomal dominant learning disability and a 6p21 microdeletion segregating in three patients. The 870 kb microdeletion encompassed the brain-expressed gene LRFN2, which encodes for a synaptic cell adhesion molecule. Neuropsychological assessment identified selective working memory deficits, with borderline intellectual functioning. Further investigations identified a defect in executive function, and auditory-verbal processes. These data were consistent with brain MRI and FDG-PET functional brain imaging, which, when compared with controls, revealed abnormal brain volume and hypometabolism of gray matter structures implicated in working memory. We performed electron microscopy immunogold labeling demonstrating the localization of LRFN2 at synapses of cerebellar and hippocampal rat neurons, often associated with the NR1 subunit of N-methyl-D-aspartate receptors (NMDARs). Altogether, the combined approaches imply a role for LRFN2 in LD, specifically for working memory processes and executive function. In conclusion, the identification of familial cases of clinically homogeneous endophenotypes of LD might help in both the management of patients and genetic counseling for families.

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Section: Introductionsupporting

confidence: 53%

Heterozygous deletion of the LRFN2 gene is associated with working memory deficits

et al. 2015

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“…The implications of having no control group can dramatically influence the quality of reported training effects by inflating the amount of training benefits, and ignoring the possibility of naturally occurring improvements in line with development. Despite the fact that some studies have employed a more robust design to assess the efficacy of training such as randomized control trials, these studies often include waitlist/passive controls who do not receive any training or engage in alternative tasks (Beck et al, 2010;Bennett et al, 2013;Johnstone et al, 2011;Rabiner et al, 2010;Steiner et al, 2011;Tamm et al, 2013). Although this is preferable to no control group, it still remains difficult to assess whether observed improvements are the result of the training program, or whether they are simply the result of repetition effects or intervention effects (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…In contrast to Bennett et al (2013), Van der Molen and colleagues (2010) The inconsistencies in near transfer effects in training studies involving children with ID are further compounded by a lack of far transfer effects; with no improvements reported in reasoning skills (Soderqvist et al, 2012) or inhibitory control after training (Bennett et al, 2013;Van der Molen et al, 2010). The lack of far transfer effects as well as the variability in training success in children with ID may indicate that WM is not the most appropriate domain to target in order to produce extensive and stable cognitive change.…”

Section: Attention Training Vs Working Memory Training In Intellectuamentioning

confidence: 90%

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Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

Kirk

Gray

Riby

et al. 2015

Research in Developmental Disabilities

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NOTICE: this is the author's version of a work that was accepted for publication in Research in Developmental Disabilities. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reected in this document. Changes may have been made to this work since it was submitted for publication. A denitive version was subsequently published in Research in Developmental Disabilities, 38, March 2015, 10.1016/j.ridd.2014 Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Core executive functions (EF) such as attention, and working memory have been strongly associated with academic achievement, language development and behavioural stability. In the case of children who are vulnerable to cognitive and learning problems because of an underlying intellectual disability, EF difficulties will likely exacerbate an already compromised cognitive system. The current review examines cognitive training programs that aim to improve EF, specifically focusing on the potential of this type of intervention for children who have intellectual disabilities. We conclude that despite considerable discrepancies regarding reported intervention effects, these inconsistencies can be attributed to flaws in both program and study design.We discuss the steps needed to address these limitations and to facilitate the advancement of nonpharmaceutical interventions for children with intellectual disabilities.

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“…The educational resources are cards made of cardboard only. The author considers that having multi-touch or physical elements is an interesting alternative to strengthen literacy skills [2].…”

Section: Methodsmentioning

confidence: 99%

Kiteracy

Jadán-Guerrero

Jaén

Carpio

et al. 2015

Proceedings of the 14th International Conference on Interaction Design and Children

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Kiteracy is an educational kit designed to improve the literacy process of children with Down syndrome by enabling higher levels of interaction. The kit is based on two Spanish literacy methods: global and phonics. In this work, we present a qualitative study based on video-recorded sessions with twelve children from a Down syndrome institution. The study analyzes three forms of interactions: cardboard, multi-touch and tangible. The task carried out by special education teachers and children in the experimental sessions involved working in pairs (Teacherchild) and autonomous self-learning (child only). Through the sessions, we identified situations in which the teacher took the control in the cardboard version. In the multi-touch version, both the teacher and the child shared the control. However in the tangible version the child took the control. In the self-learning sessions, we observed that multi-touch and tangible interaction seems to offer an enjoyable time for children. Surveys and interviews with teachers revealed that tangible objects offered greater adaptability to create playful reading strategies.

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Computerized Memory Training Leads to Sustained Improvement in Visuospatial Short-Term Memory Skills in Children with Down Syndrome

Cited by 95 publications

References 21 publications

Heterozygous deletion of the LRFN2 gene is associated with working memory deficits

Heterozygous deletion of the LRFN2 gene is associated with working memory deficits

Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

Kiteracy

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