Computer games could help improve short-term memory in children with Down syndrome

2013 ◽  
Vol 8 (5) ◽  
pp. 216-216
Keyword(s):  
Down Syndrome ◽  
Computer Games ◽  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Children With Down Syndrome

scholarly journals Phonological Short-Term Memory Impairment in Children with Down Syndrome

2021 ◽  
Vol 89 (6) ◽  
pp. 897-902
Author(s):  
EMAN F. EL-WAKIL, M.D.; RASHA M. SHOEIB, M.D. ◽  
YOSSRA A.N. SALLAM, M.D.; MAHA H. BOSHNAQ, M.D.
Keyword(s):  
Down Syndrome ◽  
Memory Impairment ◽  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Children With Down Syndrome

Language and verbal short-term memory skills in children with Down syndrome: A meta-analytic review

2011 ◽  
Vol 32 (6) ◽  
pp. 2225-2234 ◽  
Author(s):  
Kari-Anne B. Næss ◽  
Solveig-Alma Halaas Lyster ◽  
Charles Hulme ◽  
Monica Melby-Lervåg
Keyword(s):  
Down Syndrome ◽  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Children With Down Syndrome ◽  
Analytic Review

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

2013 ◽  
Vol 118 (3) ◽  
pp. 179-192 ◽  
Author(s):  
Stephanie J. Bennett ◽  
Joni Holmes ◽  
Sue Buckley
Keyword(s):  
Down Syndrome ◽  
Short Term Memory ◽  
Intervention Group ◽  
Memory Training ◽  
Control Group ◽  
Visuospatial Memory ◽  
Short Term ◽  
Term Memory ◽  
Children With Down Syndrome ◽  
The Impact

Abstract This study evaluated the impact of a computerized visuospatial memory training intervention on the memory and behavioral skills of children with Down syndrome. Teaching assistants were trained to support the delivery of a computerized intervention program to individual children over a 10–16 week period in school. Twenty-one children aged 7–12 years with Down syndrome were randomly allocated to either an intervention or waiting list control group. Following training, performance on trained and non-trained visuospatial short-term memory tasks was significantly enhanced for children in the intervention group. This improvement was sustained four months later. These results suggest that computerized visuospatial memory training in a school setting is both feasible and effective for children with Down syndrome.

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