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Maternal intelligence quotient (IQ) predicts IQ and language in very preterm children at age 5 years

Rachel E Lean1, Rachel A Paul1, Christopher D Smyser2,3,4

  • 1Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA.

Journal of Child Psychology and Psychiatry, and Allied Disciplines
|September 20, 2017
PubMed

Insights

Maternal intellectual ability significantly impacts cognitive and language development in children born very preterm (VPT). Parental involvement in developmental activities can support VPT children, especially those born to mothers with lower intellectual ability.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Pediatrics

Background:

  • Sociodemographic factors influence cognitive outcomes in children born very preterm (VPT).
  • The role of maternal intellectual ability, a heritable trait, in VPT children's development is largely unknown.
  • The interaction between maternal intellectual ability, child intellectual ability, and home cognitive stimulation requires further investigation.

Purpose of the Study:

  • To investigate the association between maternal intellectual ability and cognitive/language outcomes in very preterm (VPT) and full-term (FT) children.
  • To examine the influence of home cognitive stimulation, specifically parental involvement, on these associations.
  • To determine if prematurity modifies the relationship between maternal and child intellectual ability.

Main Methods:

  • Neurodevelopmental assessments (intellectual ability, language) at age 5 in 84 VPT and 38 FT children.
  • Maternal intellectual ability estimated using the Wechsler Test of Adult Reading.
  • Home cognitive stimulation measured by the StimQ-Preschool questionnaire; linear mixed-effects models used for analysis.

Main Results:

  • Maternal intellectual ability independently predicted child intellectual and language abilities in both VPT and FT children.
  • Associations between maternal and child intellectual ability were stronger in FT than VPT dyads.
  • Mothers of VPT children reported lower levels of specific parental involvement and verbal responsiveness, with differences persisting after social background adjustment.

Conclusions:

  • Maternal intellectual ability is a significant factor in the intellectual and language development of both VPT and FT children.
  • Prematurity introduces variability in the heritability of intellectual ability, potentially altering expected outcomes based on maternal ability.
  • Enhanced parental involvement in skill-building activities may foster cognitive development in VPT children, particularly those with mothers of lower intellectual ability.
Abstract

Keywords:
Prematurityenvironmental influencesfollow-up studiesintelligencematernal factors

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