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Visual memory and learning in extremely low-birth-weight/extremely preterm adolescents compared with controls: a
Carly S Molloy1, Michelle Wilson-Ching, Lex W Doyle
1Murdoch Childrens Research Institute, The Royal Children's Hospital, Flemington Road, Parkville Victoria 3052 Australia. carly.molloy@mcri.edu.au.
Insights
Extremely preterm (EP) or extremely low birth weight (ELBW) adolescents show deficits in visual learning and memory. These challenges persist even after accounting for other factors, indicating unique visual processing difficulties.
Area of Science:
- Neuroscience
- Developmental Pediatrics
- Cognitive Psychology
Background:
- Limited contemporary data exists on visual memory and learning in extremely preterm (EP) or extremely low birth weight (ELBW) survivors.
- Understanding these cognitive functions is crucial for long-term outcomes in this vulnerable population.
Purpose of the Study:
- To investigate and compare visual learning and memory abilities in adolescents born extremely preterm or with extremely low birth weight versus normal-birth-weight controls.
- To identify factors influencing visual cognitive outcomes in EP/ELBW survivors.
Main Methods:
- A geographically determined cohort study included 298 EP/ELBW survivors and 262 normal-birth-weight controls born in 1991-1992.
- Visual learning and memory were assessed, with data available for 74.2% of EP/ELBW subjects and 60.7% of controls.
- Analyses controlled for visual-motor integration, visual perception, neurosensory disability, and IQ.
Main Results:
- EP/ELBW adolescents demonstrated significantly poorer performance in visual learning and memory compared to controls.
- Difficulties in visual learning and delayed visual memory were particularly pronounced.
- Male EP/ELBW adolescents and those treated with corticosteroids had worse visual cognitive outcomes.
Conclusions:
- Adolescents born EP/ELBW exhibit impaired visual memory and learning.
- These deficits are not fully explained by visual perceptual skills, visual constructional abilities, or intellectual impairment.
- Targeted interventions may be necessary to address specific visual cognitive challenges in EP/ELBW survivors.
Background:
Contemporary data on visual memory and learning in survivors born extremely preterm (EP; <28 weeks gestation) or with extremely low birth weight (ELBW; <1,000 g) are lacking.
Methods:
Geographically determined cohort study of 298 consecutive EP/ELBW survivors born in 1991 and 1992, and 262 randomly selected normal-birth-weight controls.
Results:
Visual learning and memory data were available for 221 (74.2%) EP/ELBW subjects and 159 (60.7%) controls. EP/ELBW adolescents exhibited significantly poorer performance across visual memory and learning variables compared with controls. Visual learning and delayed visual memory were particularly problematic and remained so after controlling for visual-motor integration and visual perception and excluding adolescents with neurosensory disability, and/or IQ <70. Male EP/ELBW adolescents or those treated with corticosteroids had poorer outcomes.
Conclusion:
EP/ELBW adolescents have poorer visual memory and learning outcomes compared with controls, which cannot be entirely explained by poor visual perceptual or visual constructional skills or intellectual impairment.
