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Auditory attention processing in 5-year-old children born preterm: evidence from event-related potentials
R Dupin1, J P Laurent, J E Stauder
1INSERM 316, Médecine Néonatale, Hôpital de Clocheville, Tours, France.
Developmental Medicine and Child Neurology
|September 6, 2000
Summary
Children born preterm may struggle with active attention tasks. Research shows preterm children had lower accuracy and efficiency in an auditory detection task compared to full-term peers.
Area of Science:
- Neuroscience
- Developmental Psychology
- Pediatrics
Background:
- Children born preterm often face developmental challenges.
- Maintaining active attention is crucial for cognitive development.
Purpose of the Study:
- To investigate if children born preterm exhibit difficulties in active attention.
- To compare the attentional performance of preterm and full-term children.
Main Methods:
- Auditory oddball paradigm with passive and active tasks.
- Behavioral measures (accuracy, reaction time) and electrophysiological measures (event-related potentials/ERPs).
- Comparison between 20 preterm and 20 full-term 5-year-olds matched for age and IQ.
Main Results:
- No significant group differences in the passive attention task.
- Preterm children showed significantly poorer performance in the active attention task.
- Electrophysiological data indicated less efficient attentional strategies in the preterm group.
Conclusions:
- Children born preterm may have specific deficits in active attention.
- Early attention difficulties in preterm infants could impact later cognitive development.
- Further research is needed to understand the neural underpinnings of attention in preterm populations.