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Intelligence and executive function of school-age preterm children in function of birth weight and perinatal

Anett Nagy1,2, Magda Kalmár3, Anna Mária Beke2

  • 1Institute of Atypical Behaviour and Cognition, Bárczi Gusztáv Faculty of Special Education, Eötvös Loránd University, Budapest, Hungary.

Applied Neuropsychology. Child
|January 7, 2021
PubMed

Insights

Preterm children, especially those with extremely low birth weight, show developmental disadvantages in intelligence and executive function compared to full-term peers. Protective factors can help mitigate these risks, enabling comparable development.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Pediatrics

Background:

  • Preterm birth is associated with potential long-term neurodevelopmental challenges.
  • Understanding cognitive outcomes in school-aged preterm children is crucial for early intervention.
  • Individual differences in outcomes necessitate exploring contributing perinatal and socioeconomic factors.

Purpose of the Study:

  • To assess intelligence and executive function in 9-10-year-old preterm children.
  • To compare preterm children with a healthy full-term comparison group.
  • To identify perinatal and socioeconomic factors influencing individual differences in cognitive outcomes.

Main Methods:

  • Seventy-two preterm children (32 ELBW, 40 VLBW) and 33 full-term controls (aged 9-10) were evaluated.
  • Cognitive abilities were assessed using the Wechsler Intelligence Scales for Children (WISC-IV).
  • Executive functions were measured using digital tasks, with perinatal variables and maternal education analyzed.

Main Results:

  • All groups performed within the normal range on WISC-IV, but preterm children, especially ELBW, scored lower.
  • Significant individual score variations were observed within groups.
  • Lower maternal education, male gender, and bronchopulmonary dysplasia (BPD) were risk factors for performance deficits.

Conclusions:

  • Preterm children, even those at low-to-moderate risk, exhibit disadvantages in intelligence and executive function development.
  • These cognitive differences persist into school age.
  • Positive outcomes are possible with the presence of protective factors, allowing development comparable to full-term peers.
Abstract

Keywords:
Executive functionindividual differenceintelligenceperinatal complicationsprematurity

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