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Intelligence Quotient (IQ) in school-aged preterm infants: A systematic review
Laura Lacalle1,2, Melissa Liher Martínez-Shaw1,2, Yolanda Marín2
1Department of Psychology, University of Cádiz, Cádiz, Spain.
Frontiers in Psychology
|August 10, 2023
Summary
Preterm birth impacts school-age cognitive development, with lower IQ scores compared to full-term peers. Perinatal and family factors are key variables influencing these outcomes.
Area of Science:
- Developmental Psychology
- Pediatrics
- Neuroscience
Background:
- Preterm birth (before 37 weeks of gestation) poses risks to child development.
- Understanding prematurity's long-term cognitive effects in school-aged children is crucial.
- This review synthesizes evidence on prematurity as a risk factor for cognitive development.
Approach:
- Systematic review following PRISMA guidelines.
- Searched major databases (Web of Science, Scopus, PsycInfo, Dialnet) for articles published 2012-2022.
- Included 40 studies (5,396 preterm children) comparing IQ in school-aged children (6-12 years) with term-born peers.
Key Points:
- Preterm children generally scored within the normative mean for total IQ.
- However, preterm children exhibited lower IQ scores compared to their full-term counterparts.
- Perinatal factors (gestational age, birth weight) and family variables (socioeconomic status, maternal education) were most frequently studied.
Conclusions:
- Premature birth is confirmed as a significant factor affecting cognitive development in school-aged children.
- Identified perinatal and family variables are associated with cognitive outcomes in preterm children.
- Further research into protective and risk factors is warranted.
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