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Pregnancy outcome and intelligence at age five years
R L Goldenberg1, M B DuBard, S P Cliver
1Center for Obstetric Research, University of Alabama at Birmingham, USA.
American Journal of Obstetrics and Gynecology
|December 1, 1996
Summary
Infants born small for gestational age or preterm (<34 weeks) show lower cognitive scores at age 5. Positive factors like maternal language and preschool attendance can improve intelligence quotient (IQ).
Area of Science:
- Pediatric Health
- Developmental Psychology
- Neuroscience
Background:
- Infants born small for gestational age (SGA) or preterm (<34 weeks) face potential developmental challenges.
- Cognitive functioning at early childhood is a critical indicator of long-term developmental outcomes.
Purpose of the Study:
- To investigate the impact of being SGA at term and being preterm (<34 weeks) on cognitive functioning at 5 years of age.
- To identify factors that may mitigate or exacerbate these effects on cognitive development.
Main Methods:
- A cohort of 546 children born to low-income mothers was followed from prenatal care.
- Children were classified as term appropriate for gestational age (AGA), term SGA, or preterm (<34 weeks).
- Cognitive function was assessed at age 5 using the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R), with mental retardation defined as IQ < 70. Analyses controlled for maternal and environmental factors.
Main Results:
- Term SGA and preterm (<34 weeks) infants exhibited significantly lower mean intelligence quotient (IQ) scores (4 and 6 points, respectively) compared to term AGA infants.
- These IQ differences persisted after adjusting for confounders.
- Higher maternal language skills, positive home environment, and preschool attendance were each associated with increased IQ scores (5-8 points).
Conclusions:
- Both term SGA and preterm (<34 weeks) birth are associated with significantly lower mean IQ at age 5.
- Term SGA infants demonstrated an increased risk for mental retardation.
- Positive maternal language skills, supportive home environments, and preschool attendance positively influenced cognitive development in young children.