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Mri findings, looking behaviour and affect recognition in very preterm children: A pilot study
Ylva Fredriksson Kaul1, Annette Geeb Karimi2, Martin Johansson3
1Department of Women's and Children's Health, Uppsala University, Uppsala, Sweden; Department of Surgical Sciences, Neuroradiology, Uppsala University, Uppsala, Sweden.
Children born very preterm may have brain differences affecting social skills. Larger ventricles correlate with less eye-gazing and poorer affect recognition, linking white matter damage to social perception challenges.
Area of Science:
- Neuroscience
- Developmental Psychology
- Pediatrics
Background:
- Children born very preterm often display atypical gaze behaviors and difficulties recognizing emotions.
- These children are also at higher risk for cerebral white matter damage.
- Understanding the relationship between these outcomes is crucial for early intervention.
Purpose of the Study:
- To investigate the links between white matter integrity, gaze behavior, and affect recognition in very preterm children.
- To explore how ventricle size and corpus callosum area relate to social perception abilities.
Main Methods:
- Studied 24 twelve-year-old children born very preterm.
- Measured white matter thickness using ventricle size (Evans and posterior ventricle indices) and corpus callosum area.
- Assessed gaze behaviors and affect recognition proficiency.
Main Results:
- A significant correlation was found between larger ventricle size and reduced attention towards the eyes.
- Ventricle and posterior corpus callosum sizes were correlated with affect recognition proficiency.
- These findings suggest a relationship between white matter abnormalities and social-cognitive deficits.
Conclusions:
- White matter damage in very preterm children is linked to atypical gaze patterns and impaired affect recognition.
- These deficits highlight a potential connection between brain structure, visual attention, and social perception.
- Further research is warranted to understand the long-term implications for social development.
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