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Updated: Jul 8, 2025

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Is intelligence of preterm children different from full-term children? Commentary on Rapuc et al. (2023)

Andreas Demetriou1,2,3

  • 1Cyprus Academy of Sciences, Letters, and Arts, Nicosia, Cyprus.

Journal of Child Psychology and Psychiatry, and Allied Disciplines
|December 15, 2023
PubMed

Insights

Preterm children show lower Full-Scale IQ scores. While cognitive processes are more interconnected in preterm children, specific abilities differentiate more with increasing general ability in this group, unlike full-term children.

Area of Science:

  • Cognitive psychology
  • Developmental psychology
  • Neuroscience

Background:

  • Preterm children often exhibit cognitive deficits compared to full-term peers.
  • Previous research suggests differences in the structure of intelligence between these groups.
  • The impact of developmental trajectories on cognitive differentiation requires further investigation.

Purpose of the Study:

  • To re-examine findings on cognitive ability in preterm versus full-term children using alternative statistical methods.
  • To investigate the differentiation of specific cognitive abilities in relation to general cognitive ability.
  • To explore potential developmental and executive function influences on cognitive structures.

Main Methods:

  • Confirmatory factor analysis (CFA) was employed.
  • Specialized structural equation modeling (SEM) was used to analyze interactions and differentiation.
  • Data from Rapuc et al. (2023) were re-analyzed.

Main Results:

  • Confirms lower overall cognitive ability in preterm children.
  • Replicates stronger interrelations between cognitive processes in preterm children.
  • Contrasts with prior findings by showing specific abilities differentiate with general ability in preterm children, not full-term.

Conclusions:

  • Confirms overall cognitive ability differences between preterm and full-term children.
  • Highlights distinct patterns of cognitive differentiation based on gestational age.
  • Suggests slower development and executive function dominance may explain observed differences in preterm children.

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