Related Experiment Video

Updated: May 30, 2026

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
11:29

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Published on: June 20, 2020

Executive function skills are associated with reading and parent-rated child function in children born prematurely

Irene M Loe1, Eliana S Lee, Beatriz Luna

  • 1Division of Neonatal and Developmental Medicine, Department of Pediatrics, Stanford University School of Medicine, Palo Alto, CA, USA. iloe@stanford.edu

Early Human Development
|August 19, 2011
PubMed

Insights

Preterm children often struggle with executive function (EF) skills, impacting their learning and behavior. This study shows EF skills are crucial for functional outcomes in preterm children, suggesting potential for early intervention.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Pediatrics

Background:

  • Preterm children face elevated risks for executive function (EF) deficits.
  • These EF challenges are associated with later behavioral and academic difficulties.
  • Understanding EF in preterm populations is critical for identifying at-risk individuals.

Purpose of the Study:

  • To assess executive function (EF) skills in children aged 9-16 born preterm across varying gestational ages (GA).
  • To determine the relationship between degree of prematurity and executive function (EF) abilities.
  • To investigate the contribution of executive function (EF) to reading scores and parent-rated child functioning.

Main Methods:

  • Compared preterm children (<36 weeks gestation) with full-term controls on EF, reading, and functional outcome measures.
  • Utilized multiple regression models to analyze contributions to EF skills and functional outcomes.
  • Controlled for age, gender, socioeconomic status (SES), and intelligence quotient (IQ).

Main Results:

  • Preterm children exhibited poorer performance on complex planning and organization tasks compared to controls.
  • Gestational age (GA) influenced EF skills, though this effect was mediated by IQ.
  • Executive function (EF) significantly predicted parent-rated child function, independent of IQ.
  • EF contributed to reading skills variance, but this was not significant when IQ was accounted for.

Conclusions:

  • Executive function (EF) skills play a significant role in the functional outcomes of children born preterm.
  • EF skills may serve as early indicators for learning and functional impairments in this high-risk group.
  • Targeting EF interventions for preterm children warrants further investigation for improved developmental trajectories.
Abstract

More Related Videos

Scanning Dos and Don'ts: Using Magnetic Resonance Imaging in Awake Children Aged 3 to 5 Years to Assess Brain Structure and Function07:31

Scanning Dos and Don'ts: Using Magnetic Resonance Imaging in Awake Children Aged 3 to 5 Years to Assess Brain Structure and Function

Published on: March 10, 2026

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

Related Concept Videos

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...
Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Role of Cerebellum and Prefrontal Cortex in Memory01:14

Role of Cerebellum and Prefrontal Cortex in Memory

The cerebellum, while traditionally associated with motor control, also plays a crucial role in memory, particularly in procedural memory, which involves learning motor tasks that become automatic through repetition. For example, studies have shown that when the cerebellum is damaged, individuals or animals lose the ability to learn conditioned motor responses, such as the conditioned eye-blink response in classical conditioning experiments with rabbits. This study demonstrates the cerebellum's...
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...
Socioemotional Development during Infancy01:30

Socioemotional Development during Infancy

Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
Stella Chess...
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.