Atypical brain structure mediates reduced IQ in young adults born preterm with very low birth weight

Lars M Rimol1, Henning Hoel Rise2, Kari Anne I Evensen3

  • 1Department of Psychology, Norwegian University of Science and Technology (NTNU), Trondheim, Norway; Department of Radiology and Nuclear Medicine, St. Olav University Hospital, Trondheim, Norway.

Neuroimage
|December 17, 2022
PubMed

Insights

Preterm birth with very low birth weight (VLBW) is linked to lower IQ, partly due to reduced brain surface area and smaller subcortical volumes. This study establishes a causal relationship between these brain differences and cognitive deficits in VLBW survivors.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Medical Imaging

Background:

  • Preterm birth with very low birth weight (VLBW) is associated with significant risks of perinatal brain injury and lasting cognitive deficits, including reduced IQ.
  • Previous research has documented persistent gray and white matter abnormalities in preterm individuals into adulthood.
  • A clear causal link between specific brain structure alterations and IQ reduction in VLBW survivors has been lacking.

Purpose of the Study:

  • To investigate the causal relationship between preterm birth with VLBW, structural brain differences (cortical surface area, subcortical volumes), and cognitive ability (IQ).
  • To identify specific brain regions and structures mediating the cognitive deficits observed in individuals born preterm with VLBW.

Main Methods:

  • A prospective longitudinal cohort study comparing preterm VLBW individuals with term-born controls.
  • Structural magnetic resonance imaging (MRI) was used to measure cortical thickness, surface area, and subcortical volumes.
  • Cognitive ability was assessed using the Wechsler Adult Intelligence Scale (WAIS-III), analyzing four IQ indices; statistical mediation analyses were performed.

Main Results:

  • Preterm birth with VLBW negatively impacted IQ.
  • Reduced cortical surface area in frontal, temporal, parietal, and insular regions partially mediated this IQ reduction.
  • Reductions in several subcortical brain structure volumes also partially mediated the negative effects of VLBW preterm birth on IQ.
  • Cortical thickness did not show significant mediation effects on IQ.

Conclusions:

  • This study provides the first evidence of a plausible causal link between reduced regional cortical area and subcortical volumes and lower general cognitive ability in preterm VLBW survivors.
  • These findings highlight specific neuroanatomical correlates of cognitive deficits in this population, offering targets for future research and potential interventions.

Related Concept Videos

Biological Influences on Intelligence01:30

Biological Influences on Intelligence

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...
181
Environmental Influences on Intelligence01:29

Environmental Influences on Intelligence

Despite the strong genetic influence on traits like intelligence, environmental factors significantly shape outcomes. For example, while over 90% of height variation is due to genetic differences, environmental factors such as nutrition also have a notable impact. Similarly, for intelligence, changes in a child's surroundings can significantly alter their IQ. Research shows that enriched environments boost children's academic success and help them develop key cognitive skills. Children...
393
Intellectual Disability01:29

Intellectual Disability

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...
136
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...
98
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....
140
The Nativist Approach01:21

The Nativist Approach

The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
100