Related Experiment Video
Updated: Mar 12, 2026
07:36
Modeling Encephalopathy of Prematurity Using Prenatal Hypoxia-ischemia with Intra-amniotic Lipopolysaccharide in Rats
Published on: November 20, 2015
12.0K
Executive function in children born preterm: Risk factors and implications for outcome
H Gerry Taylor1, Caron A C Clark2
1Department of Pediatrics, Rainbow Babies & Children's Hospital, University Hospitals Cleveland Medical Center, Case Western Reserve University, W.O. Walker Building, Suite 3150, 10524 Euclid Avenue, Cleveland, OH 44106.
Seminars in Perinatology
|November 13, 2016
Summary
Executive function (EF) skills are often impaired in preterm children, impacting learning and social development. Early identification and supportive environments may mitigate risks, but more research on interventions is needed.
Area of Science:
- Neuroscience
- Developmental Psychology
- Pediatrics
Background:
- Executive function (EF) involves self-regulation of emotions and goal-directed behavior.
- EF skills develop throughout childhood and are crucial for learning and psychosocial functioning.
- Preterm children are at higher risk for EF deficits, even with average global cognitive abilities.
Purpose of the Study:
- To examine executive function (EF) development in preterm children.
- To identify risk factors associated with EF deficits in this population.
- To explore the potential of environmental support and early identification for mitigating EF challenges.
Main Methods:
- The study reviews existing research on executive function (EF) in preterm populations.
- It analyzes risk factors including prematurity severity, neonatal complications, and brain abnormalities.
- It considers the influence of home and school environments on EF development.
Main Results:
- Preterm children frequently exhibit compromised executive function (EF) skills.
- Greater prematurity, neonatal complications, and brain abnormalities increase the risk of EF deficits.
- Supportive environments show associations with higher EF levels, suggesting a protective effect.
Conclusions:
- Executive function (EF) deficits are a significant concern in preterm children, affecting academic and social outcomes.
- Early identification and interventions promoting EF development or compensatory strategies are crucial.
- Further research is needed to understand EF trajectories and refine interventions for preterm populations.
Related Concept Videos
01:30Attention-Deficit/Hyperactivity Disorder
1.2K
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....
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
1.2K
01:30Information Processing Approach
689
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...
689
01:30Biological Influences on Intelligence
638
Intelligence is often thought to be linked to brain size, but the relationship is more complex than that. While brain size does correlate modestly with some abilities, like verbal skills, the connection is weaker for others, such as spatial reasoning. Other factors, like brain structure, also play crucial roles. For instance, despite Einstein's smaller-than-average brain, his parietal cortex, which is involved in spatial reasoning, was 15% wider, suggesting that neural density might matter...
638
01:29Intellectual Disability
960
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...
960
01:30Socioemotional Development during Infancy
1.0K
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
Primary Temperament Types
1.0K
01:14Role of Cerebellum and Prefrontal Cortex in Memory
1.4K
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...
1.4K