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Assessment of the global intelligence and selective cognitive capacities in preterm 8-year-old children

Azucena Begega1, Magdalena Méndez López, María Jesús de Iscar

  • 1Universidad de Oviedo, Facultad de Psicología, and Hospital Universitario Central de Asturias, Oviedo, Spain. begega@uniovi.es

Psicothema
|November 4, 2010
PubMed

Insights

Preterm children, especially boys, show lower intelligence and verbal fluency compared to full-term peers. Early intervention is crucial for addressing these cognitive differences in academic achievement.

Area of Science:

  • Developmental Psychology
  • Neuroscience
  • Pediatrics

Background:

  • Preterm birth is a significant global health concern.
  • Cognitive development in preterm children requires thorough investigation.
  • Understanding cognitive profiles is key to supporting academic success.

Purpose of the Study:

  • To evaluate cognitive abilities in 8- and 9-year-old preterm children.
  • To compare cognitive performance between preterm and full-term children.
  • To identify specific cognitive domains affected by preterm birth.

Main Methods:

  • Assessed 141 children (63 preterm, 78 full-term) aged 8-9 years.
  • Utilized the d2 Selective Attention test for attention assessment.
  • Employed the Stanford-Binet Intelligence Scale for IQ and cognitive profiling.

Main Results:

  • Significant differences in IQ were observed between preterm and full-term children.
  • Preterm boys demonstrated significantly lower verbal fluency than full-term children.
  • Attention abilities were comparable between preterm and full-term groups.

Conclusions:

  • Preterm children generally exhibit lower intelligence scores.
  • Preterm boys specifically face verbal fluency challenges.
  • Intervention programs are recommended to support cognitive development in preterm populations.

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