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Compromised approximate number system acuity in extremely preterm school-aged children.

Kerstin Hellgren1, Justin Halberda, Lea Forsman

  • 1Department of Clinical Neuroscience, The Karolinska Institute, Stockholm, Sweden; Center of Neurodevelopmental Disorders, The Karolinska Institute, Stockholm, Sweden.

Developmental Medicine and Child Neurology
|July 12, 2013
PubMed
Summary

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Children born extremely preterm show poorer approximate number system acuity compared to typically developing peers. This suggests preterm birth negatively impacts early numerical cognition, potentially affecting future math skills.

Area of Science:

  • Developmental psychology
  • Cognitive neuroscience
  • Pediatric research

Background:

  • Children born extremely preterm often experience developmental challenges.
  • Approximate number system (ANS) acuity is crucial for mathematical development.
  • Understanding ANS in preterm infants can inform early interventions.

Purpose of the Study:

  • To compare ANS acuity in extremely preterm children and typically developing peers at age 6.5 years.
  • To investigate the impact of preterm birth on numerical estimation abilities.

Main Methods:

  • A population-based follow-up study included 65 extremely preterm children and 47 typically developing controls.
  • Cognitive tests assessed ANS acuity using a computerized task (Weber fraction, response time).

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  • General cognition, working memory, processing speed, and visual attention were also evaluated.

    • Main Results:

    • Extremely preterm children demonstrated significantly worse ANS acuity (higher Weber fraction) compared to controls.
    • Preterm children were also significantly slower in responding to numerical stimuli.
    • These differences persisted after adjusting for other cognitive functions.

    Conclusions:

    • Extremely preterm birth negatively impacts the ability to rapidly approximate and compare numbers.
    • This numerical deficiency may stem from dorsal stream dysfunction.
    • Further research is needed to link this ANS deficit to mathematical proficiency in preterm children.