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Executive function and IQ predict mathematical and attention problems in very preterm children

Cornelieke Sandrine Hanan Aarnoudse-Moens1, Nynke Weisglas-Kuperus, Hugo Joseph Duivenvoorden

  • 1Department of Paediatrics, Erasmus University Medical Centre, Rotterdam, The Netherlands. c.aarnoudse-moens@amc.uva.nl

Plos One
|February 8, 2013
PubMed

Insights

Executive function deficits predict math and attention issues in very preterm children, even after accounting for IQ. These executive function (EF) challenges impact learning and behavior in this vulnerable population.

Area of Science:

  • Developmental Psychology
  • Neuroscience
  • Pediatrics

Background:

  • Very preterm birth (gestational age ≤ 30 weeks) is associated with increased risks for neurodevelopmental challenges.
  • Executive functions (EF) are crucial cognitive processes that mature throughout childhood and are vital for academic success and behavioral regulation.
  • Understanding the specific contributions of EF to learning and attention problems in very preterm children is essential for targeted interventions.

Purpose of the Study:

  • To investigate the impact of executive function (EF) on mathematical abilities and attention problems in very preterm children compared to term-born controls.
  • To determine if EF predicts these difficulties independently of intelligence quotient (IQ) and processing speed.
  • To examine potential interactions between birth status (very preterm vs. term) and cognitive factors on academic and behavioral outcomes.

Main Methods:

  • A cohort of 200 very preterm children and 230 term-born children (ages 8-9) without severe disabilities were assessed.
  • Executive functions including verbal fluency, working memory, visuospatial span, planning, and impulse control were evaluated.
  • Mathematics was assessed using the Dutch Pupil Monitoring System, and attention problems were rated by parents and teachers via standardized questionnaires.

Main Results:

  • Very preterm children exhibited poorer mathematical performance and higher rates of attention problems compared to term controls.
  • Intelligence quotient (IQ) uniquely predicted mathematics in both preschool and primary school children.
  • Executive function (EF) significantly predicted mathematics in primary school and inattention (parent and teacher rated) in both preschool and primary school, independent of IQ.

Conclusions:

  • Impaired executive function (EF) is a significant predictor of mathematical and attention problems in very preterm children, beyond the effects of lower IQ.
  • These findings highlight the critical role of EF in the neurodevelopmental outcomes of extremely preterm infants.
  • Targeted interventions addressing EF deficits may be beneficial for improving academic and behavioral outcomes in this population.

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