Related Experiment Video

Updated: Dec 25, 2025

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

34.9K

Reaction times, learning, and executive functioning in adults born preterm

Julia Suikkanen1,2, Satu Miettola3, Kati Heinonen4

  • 1Department of Public Health Solutions, National Institute for Health and Welfare, Helsinki and Oulu, Finland. julia.suikkanen@helsinki.fi.

Pediatric Research
|March 21, 2020
PubMed

Insights

Adults born preterm generally show similar cognitive abilities to full-term peers. However, those born very preterm or small for gestational age (SGA) may experience lasting cognitive challenges into adulthood.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Public Health

Background:

  • Preterm birth is a significant risk factor for brain development.
  • Cognitive outcomes in adults born preterm vary depending on gestational age and birth weight.
  • Understanding long-term cognitive function in preterm populations is crucial for targeted interventions.

Purpose of the Study:

  • To compare cognitive functioning in adults born at different ranges of prematurity (early, late) and with varying birth weights (appropriate for gestational age, small for gestational age [SGA]) against full-term controls.
  • To identify specific subgroups of preterm-born individuals who may experience persistent cognitive deficits into adulthood.

Main Methods:

  • Utilized data from the ESTER Preterm Birth Study, including 133 early preterm, 241 late preterm, and 348 full-term participants without severe disabilities.
  • Administered the Cogstate® test battery to assess various cognitive domains including learning, memory, executive function, attention, and emotional cognition.
  • Employed linear regression models, adjusting for prenatal and postnatal factors and socioeconomic status, to analyze cognitive performance differences.

Main Results:

  • Overall, early preterm, late preterm, and full-term participants demonstrated comparable cognitive abilities across most subtests.
  • A notable exception was the Groton Maze Learning Test, where early preterm participants showed weaker spatial memory efficiency (0.6 fewer moves/10s).
  • Late preterm and SGA participants exhibited significantly weaker spatial memory efficiency compared to full-term controls (1.3 fewer moves/10s).

Conclusions:

  • Adults born across the spectrum of prematurity, on average, do not exhibit major cognitive deficits.
  • Cognitive impairments in adulthood appear primarily associated with being born very preterm or preterm with SGA.
  • These findings suggest that while preterm birth poses risks, many individuals can achieve comparable cognitive function to term-born peers, particularly with supportive environments.
Abstract

More Related Videos

Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale19:15

Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale

Published on: August 25, 2014

87.3K
Neurodevelopmental Reflex Testing in Neonatal Rat Pups09:35

Neurodevelopmental Reflex Testing in Neonatal Rat Pups

Published on: April 24, 2017

20.8K

Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

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...
415
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

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....
656
Role of Cerebellum and Prefrontal Cortex in Memory01:14

Role of Cerebellum and Prefrontal Cortex in Memory

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...
918