Memory outcomes following cognitive interventions in children with neurological deficits: A review with a focus on under-studied populations
Abstract
Given the primary role of memory in children's learning and well-being, the aim of this review was to examine the outcomes of memory remediation interventions in children with neurological deficits as a function of the affected memory system and intervention method. Fifty-seven studies that evaluated the outcome of memory interventions in children were identified. Thirty-four studies met the inclusion criteria, and were included in a systematic review. Diverse rehabilitation methods for improving explicit and implicit memory in children were reviewed. The analysis indicates that teaching restoration strategies may improve, and result in the generalisation of, semantic memory and working memory performance in children older than 7 years with mild to moderate memory deficits. Factors such as longer protocols, emotional support, and personal feedback contribute to intervention efficacy. In addition, the use of compensation aids seems to be highly effective in prospective memory tasks. Finally, the review unveiled a lack of studies with young children and the absence of group interventions. These findings point to the importance of future evidence-based intervention protocols in these areas.
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Previous studies of this nature showed a medium effect size.
“Previous studies of this nature showed a medium effect size [42-45]; however, owing to the differences in method and there not being interventionists involved in the training sample, size calculations were done for a small (d=0.2) effect size.”
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Mahan, S., Rous, R. S., & Adlam, A. (2017) · Journal of the International Neuropsychological Society · doi:10.1017/s1355617716001065 · Cited by 41 · see citing works
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Reasoning Abilities and Potential Correlates Among Jordanian School Children
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Self-citationDonders, J., & Ramos, A. (2024) · Child Neuropsychology · doi:10.1080/09297049.2024.2361123 · Cited by 1 · see citing works
Neuropsykologisen kuntoutuksen vaikuttavuus lasten ja nuorten muistitoimintoihin
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Interventions for Hemispatial Neglect
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Designing Quantitative Evidence-Based Interventions for Clinical Neuropsychology Practice
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Hokkanen, L., Laasonen, M. R., Klenberg, L., Koponen, T. K., Peltomaa, K., & Närhi, V. M. (2025) · Psykologia · doi:10.62443/psykologia.v56i2.102625
- Authors
- Schaffer, Y., & Geva, R.
- Affiliations
- Bar-Ilan University (IL)
- Corresponding author
- Geva, Ronny
- ORCID
- Geva, Ronny
- Venue
- Neuropsychological Rehabilitation
- Publisher
- Informa UK Limited
- Published
- 2015-03-02
- Volume
- 26
- Issue
- 2
- Pages
- 286-317
- ISSN
- 0960-2011 (ISSN-L)
- 1464-0694
- OpenAlex
- W2144334283
- Cited by
- 18
- References
- 136
- Citations by year
- 2025: 2 · 2024: 1 · 2023: 3 · 2022: 1 · 2021: 1 · 2019: 1 · 2018: 3 · 2017: 5 · 2016: 1
- FWCI
- 4.52
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Neuropsychological Rehabilitation (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Israel Science Foundation (1518)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Functions and Memory
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Keywords
- memory interventions, declarative memory, implicit memory, semantic memory, working memory, restoration strategies, prospective memory, young children, group intervention, emotional support
- MeSH terms
- Adolescent, Adult, Child, Child, Preschool, Humans, Infant, Memory, Memory Disorders, Nervous System Diseases, Cognitive Behavioral Therapy, Treatment Outcome, Young Adult
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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