Related Experiment Videos
Impulse control, working memory and other executive functions in preterm children when starting school
B Böhm1, A C Smedler, H Forssberg
1Department of Woman and Child Health, Karolinska Institute, Stockholm, Sweden. birgitta.bohm@kus.se
Acta Paediatrica (Oslo, Norway : 1992)
|October 27, 2004
Summary
Preterm children often have lower executive functions (EF) than full-term peers, even with normal intelligence. Neonatal factors like retinopathy of prematurity and visual impairment are linked to poorer EF in these children.
Area of Science:
- Neuroscience
- Developmental Psychology
- Pediatrics
Background:
- Preterm birth is a significant global health concern.
- Executive functions (EF) are crucial for cognitive and social development.
- Understanding EF deficits in preterm populations informs early intervention strategies.
Purpose of the Study:
- To investigate executive function (EF) differences between preterm and full-term children.
- To determine if EF deficits in preterm children are linked to intelligence (IQ) or neonatal risk factors.
- To explore the influence of gender on EF in both groups.
Main Methods:
- A population-based study involving 182 very low birthweight (VLBW) preterm children and 125 full-term controls.
- Neuropsychological assessment of executive functions (EF) using the Nepsy 1990 test battery at 5.5 years of age.
- Statistical analyses controlled for intelligence (IQ) and examined correlations with neonatal risk factors and gender.
Main Results:
- Full-term children demonstrated superior executive functions (EF) compared to VLBW preterm children, even after controlling for IQ.
- Executive function (EF) performance was associated with retinopathy of prematurity (ROP) and overall visual impairment.
- Girls outperformed boys in executive functions (EF) in both preterm and full-term groups.
Conclusions:
- Executive functions (EF) can be reliably assessed in preschool-aged children.
- Preterm children are at increased risk for subnormal executive functioning, irrespective of their general IQ.
- Early identification and support for EF in preterm children are critical for optimizing developmental outcomes.