Change in cognitive function over time in very low-birth-weight infants

Laura R Ment1, Betty Vohr, Walter Allan

  • 1Department of Pediatrics, Yale University School of Medicine, 333 Cedar St, New Haven, Conn 06520, USA. laura.ment@yale.edu

JAMA
|February 15, 2003
PubMed

Insights

Most very low-birth-weight (VLBW) children show cognitive improvement, with gains in verbal and IQ scores through childhood. However, those with early intraventricular hemorrhage (IVH) and central nervous system injury experienced declining scores.

Area of Science:

  • Neuroscience
  • Developmental Pediatrics
  • Cognitive Psychology

Background:

  • Very low-birth-weight (VLBW) infants face high risks of neurodevelopmental disabilities.
  • Emerging evidence suggests potential for brain recovery and compensation following early injury.

Purpose of the Study:

  • To investigate cognitive development trajectories in children born preterm with VLBW.
  • To assess long-term cognitive changes from early to middle childhood.

Main Methods:

  • Prospective follow-up of 296 VLBW infants from a randomized controlled trial.
  • Serial cognitive assessments at 36, 54, 72, and 96 months corrected age (CA).
  • Utilized Peabody Picture Vocabulary Test-Revised (PPVT-R) and intelligence quotient (IQ) measures.

Main Results:

  • Median PPVT-R scores improved from 88 at 36 months CA to 99 at 96 months CA.
  • 45% of children gained ≥10 points on PPVT-R; 12.5% gained 5-9 points.
  • Higher maternal education and two-parent households correlated with better PPVT-R scores. Early intervention benefited children of less educated mothers.
  • Children with early intraventricular hemorrhage (IVH) and central nervous system injury showed initial low scores and subsequent decline.

Conclusions:

  • The majority of VLBW children demonstrate cognitive improvements over time.
  • Cognitive decline was primarily observed in VLBW infants with early-onset IVH and significant central nervous system injury.
Abstract

Related Concept Videos

Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
Exploration...
Cognitive Development During Adulthood01:30

Cognitive Development During Adulthood

Cognitive development continues throughout adulthood, undergoing significant shifts across early, middle, and late stages. Individual transition occurs from adolescent idealism to pragmatic and adaptable thinking in early adulthood. During this period, individuals learn to integrate personal beliefs with the recognition that other perspectives are equally valid. Exposure to the complexities of modern society, diverse experiences, and higher education contribute to this adaptive thought process,...
The Nativist Approach01:21

The Nativist Approach

The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to exist...
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Intellectual Disability01:29

Intellectual Disability

Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
Development of Human Microbiota01:30

Development of Human Microbiota

The human microbiota begins developing at birth and undergoes continual change as we age. Infancy marks a critical period of microbial sensitivity, offering a “window of opportunity” during which beneficial microbes help mature the immune system. By age three, children typically develop a more stable and diverse microbial community. Newborns acquire microbes from their immediate environment; vaginal delivery favors maternal vaginal microbes, while cesarean births favor microbes from the skin...