Development of executive function and attention in preterm children: a systematic review

Area of Science:

• Neuroscience
• Developmental Psychology
• Pediatrics

Background:

• Preterm birth is associated with neurodevelopmental challenges.
• Executive functions and attention are critical for academic and social success.
• Previous research suggests potential deficits in these areas for preterm individuals.

Purpose of the Study:

• To systematically review and meta-analyze executive function and attention in preterm children.
• To identify factors influencing the extent of these cognitive difficulties.
• To provide implications for research and clinical practice.

Main Methods:

• Systematic literature review.
• Meta-analysis of executive function and attention studies in preterm children.
• Analysis of effect sizes in relation to gestational age, age at testing, and specific cognitive skills.

Main Results:

• Preterm children exhibit significant weaknesses in executive function and attention.
• Gestational age is a key factor influencing the severity of attention and inhibition deficits.
• Selective attention skills may improve with age for those born after 26 weeks gestational age.
• Phonemic fluency and shifting skills show persistent delays.

Conclusions:

• Executive function and attention deficits are confirmed in preterm populations.
• Gestational age, age at testing, and specific cognitive domains modulate these difficulties.
• Targeted interventions and further research are needed to support cognitive development in preterm children.