Intelligence and executive functions in 9–10 year-old preterm children born with very low and extremely low birth weight

Nagy, Anett; Kalmár, Magda; Beke, Artúr; Gráf, Rózsa; Horváth, Endre

doi:10.1556/0406.20.2019.011

Cited by 5 publications

(12 citation statements)

References 25 publications

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“…Studies found that GA was positively related to IQ scores (Hutchinson et al, 2013 ; Joseph et al, 2016 ; Cheong et al, 2017 ; Heeren et al, 2017 ; Domellöf et al, 2020 ; Kaul et al, 2021b ; Carmo et al, 2022 ) and could be an important predictor of cognitive functioning in school age (Domellöf et al, 2020 ; van Veen et al, 2020 ). Other authors, although in lower proportion, did not observe significant relationships between GA and IQ (Fan et al, 2013 ; Qasemzadeh et al, 2013 ; Roberts et al, 2013 ; Koç et al, 2015 ; Nagy et al, 2019 ; Kim et al, 2021 ).…”

Section: Resultsmentioning

confidence: 90%

“…Birth weight ranged between 400 and 3,850 grams, and it was possible to classify them as: extremely low birth weight (ELBW; < 1,000 g), very low birth weight (VLBW;1,000–1,500 g) and low birth weight (LBW; 1,500–2,500 g). Thus, 25% included ELBW preterm, 27.50% VLBW preterm, and 12.5% LBW preterm (Nagy et al, 2019 ) considered both ELBWs and VLBWs, independently.…”

Section: Resultsmentioning

confidence: 99%

“…In the reviewed studies, the normative range is usually considered to be 85 to 115 points, that is, scores that do not exceed 1SD above or below the normative mean. In general, results showed that premature children obtained scores predominantly in the normative range (Nagy et al, 2019 ; Nobre et al, 2020 ). This result has also been found in exclusively EPT samples (Heeren et al, 2017 ; Tommiska et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

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Intelligence Quotient (IQ) in school-aged preterm infants: A systematic review

Lacalle¹,

Martínez-Shaw²,

Marín³

et al. 2023

Front. Psychol.

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Preterm birth (before 37 weeks of gestational age) is associated with certain risks to child development. The aim of this systematic review was to summarize available and updated empirical evidence on prematurity as a risk factor for cognitive development in school age. Thus, we attempted to identify similarities and differences with the full-term population and to point out possible risk or protective factors among the biological, psychosocial and family variables. The conceptualization and methodology of this review followed the PRISMA recommendations. The search was carried out in Web of Science, Scopus, PsycInfo, and Dialnet databases, in May 2022. The search was limited to journal articles, published between 2012 and 2022, in English and Spanish. Research articles selected were those focused on the intelligence quotient (IQ) of preterm children aged 6–12 years. The review included studies with cross-sectional or longitudinal cohorts, compared to a control group of children born at term or to standardized scales. The quality of evidence of the selected studies was verified with the Mixed Methods Appraisal Tool (MMAT). The initial search identified 1,040 articles. Forty articles met the inclusion criteria and were finally included in this review. These studies involved 5,396 preterm children from 37 different cohorts. Despite the diversity found among the results, in general, total IQ scores were within the normative mean for premature children; however, compared to their full-term peers, these scores were lower. The most studied variables in relation to IQ are perinatal (e.g., gestational age and birth weight) and family (e.g., socioeconomic level and education level of the mother). Recent studies corroborate that premature birth affects cognitive development in school age, and identify associated perinatal and family variables.Systematic review registrationhttps://www.crd.york.ac.uk/PROSPERO/display_record.php?RecordID=337371; identifier: CRD42022337371.

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Section: Resultsmentioning

confidence: 90%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Intelligence Quotient (IQ) in school-aged preterm infants: A systematic review

Lacalle¹,

Martínez-Shaw²,

Marín³

et al. 2023

Front. Psychol.

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“…Some articles used blue squares that change to red when they are highlighted and when they are selected by the participant (Kennedy et al, 2020;Kennedy et al, 2017;Kennedy, Wightman, Khan, Grothe, & Jackson, 2018). In one article, blue squares turn yellow when they are highlighted (Nagy, Kalmár, Mária Beke, Gráf, & Horváth, 2019). Others use grey squares that are highlighted using red or white colors (Lancia, Cofini, Carrieri, Ferrari, & Quarestima, 2018;White, Forsyth, Lee, & Machado, 2018).…”

Section: Colorsmentioning

confidence: 99%

The Corsi Blocks Task: Variations and coding with jsPsych

Gibeau¹

2021

TQMP

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The Corsi Blocks Task is a widely used task in both clinical and experimental work. However, many versions exist, and it can be difficult to, firstly, choose between the variations of each parameter and, secondly, to program it in a computer software. No article has yet been published on the different versions of the computerized Corsi Blocks Task. Herein, we summarize possible variations of this task. We also provide an implementation of the task using jsPsych.

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“…Over the years, several studies have sought to identify the role of biological influences on DBD, such as genetic factors (Harden et al, 2020), pre- and perinatal complications (Nagy et al, 2019; Raine et al, 1994), psychophysiological abnormalities (Cuevas et al, 2012; Raine, 1997), and differences in neurotransmitter functioning (Berman et al, 1997; Hinshaw, 2003). Research has also focused heavily on the relationship between DBD and neuropsychological functioning (Morgan & Lilienfeld, 2000).…”

mentioning

confidence: 99%

Executive (dys)functions and ODD and CD: A systematic review and meta-analysis.

Figueiredo¹,

Ramião²,

Barroso³

et al. 2023

Neuropsychology

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Objective: Precursors of antisocial behavior in children may be associated with neuropsychological deficits, namely in executive functions (EF). The main objective of this systematic review and meta-analysis was to synthesize evidence of the relation between EF performance and early manifestations of antisocial behavior in children and adolescents. Method: The procedures of this systematic review and meta-analysis were based on the PRISMA recommendations. The review was based on a systematic search in the EBSCOhost and Pubmed databases. Fifty studies were included in this review, 37 of which contributed with data for meta-analysis. All studies examined the possible relation between the EF measures and behavior problems in childhood and adolescence. Meta-analytical procedures were performed, and the overall effect size was calculated from randomeffect models, using the Comprehensive Meta-Analysis software. Results: A substantial part of the studies report EF deficits in children and adolescents who present behavior problems, revealing that these deficits are already present in youth, long before being associated with antisocial behavior in adults, especially when in comorbidity with attention-deficit hyperactivity disorder (ADHD). Specifically, typical controls (TC) performed significantly better than disruptive behavior disorders (DBD) groups on measures of overall EF, g = −.35, 95% CI [−0.48, −0.22], p < .001. Similar results were found for working memory, g = −.26, 95% CI [−0.45, −0.07], p < .001, cognitive inhibition, g = −.30, 95% CI [−0.57, −0.04], p = .03, behavioral inhibition, g = −.45, 95% CI [−0.71, −0.19], p = .001, and cognitive flexibility (tests scores), g = −.31, 95% CI [−0.60, −0.02], p = .04. Comparing DBD + ADHD participants with TC, no significant differences were found, either for overall EF or for each dimension. Finally, DBD participants performed better than DBD + ADHD participants on measures of overall EF, g = .20, 95% CI [0.08, 0.33], p = .002. Conclusion: These findings are in line with neuropsychological theories arguing that executive dysfunctions may interfere with the children's and/or adolescents' ability to control their own conduct, in order to inhibit inappropriate behaviors in favor of the prosocial ones. This review and meta-analysis also identify the main characteristics and potential limitations of the existing studies. Key Points Question: (a) To what extent are deficits in EF more evident in children and adolescents showing DBD? (b) do children and adolescents with DBD show evidence of EF deficits regardless of ADHD? Findings:The reviewed studies indicate that participants with behavioral problems present worse performance in EF tasks in comparison to typical groups. Importance: These results provide further evidence regarding EF deficits in children and adolescents diagnosed with behavior problems and suggest that these deficits may be aggravated by comorbid ADHD. Next Steps: In light of these results, EF training programs can be better tailored to the characteristics of ...

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Intelligence and executive functions in 9–10 year-old preterm children born with very low and extremely low birth weight

Abstract: and colleagues are great and various perinatal and social factors may hamper the development of cognitive and executive functions. A birthweight below 1000 grams is a notable risk, particularly if combined with perinatal complications.

Cited by 5 publications

References 25 publications

Intelligence Quotient (IQ) in school-aged preterm infants: A systematic review

Intelligence Quotient (IQ) in school-aged preterm infants: A systematic review

The Corsi Blocks Task: Variations and coding with jsPsych

Executive (dys)functions and ODD and CD: A systematic review and meta-analysis.

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