期刊
EARLY HUMAN DEVELOPMENT
卷 85, 期 4, 页码 225-230出版社
ELSEVIER IRELAND LTD
DOI: 10.1016/j.earlhumdev.2008.10.005
关键词
Executive function; Very preterm infants; Working memory; Inhibition; Planning
资金
- Australian International Postgraduate Research Scholarship
- School of Early Childhood at the Queensland University of Technology
- Growth and Development team at the Maier Children's Hospital, Brisbane
Background: Executive function (EF) emerges in infancy and continues to develop throughout childhood. Executive dysfunction is believed to contribute to learning and attention problems in children at school age. Children born very preterm are more prone to these problems than their full-term peers. Aim: To compare EF in very preterm and full-term infants at 8 months after expected date of delivery. Subjects: 37 very preterm infants without identified disabilities, and 74 gender and age matched healthy fullterm infants. The very preterm infants were all :02 weeks gestation and < 1250 g birthweight. Outcome measures: EF tasks which measured working memory, inhibition of distraction, and planning at 8 months after expected date of delivery. Results: The very preterm infants performed significantly more poorly than the full-term infants on all measures of executive function. No significant differences were found between very preterm and full-term infants on any of potentially confounding variables of, infant temperament, maternal education, family income and maternal psychological wellbeing. Very preterm infants had significantly lower scores on the Mental Development Index (MDI) and Psychomotor Development Index (PDI) on the Bayley Scales of Infant Development (BSID II), however when this was partialled out the differences in EF scores remained. Medical complications, lower birthweight and lower gestation age were all found to adversely affect the performance of very preterm infants on executive function tasks. Conclusion: Very preterm infants performed more poorly than full-term infants on measures of EF Further follow up studies are required to investigate whether EF measures in infancy can predict learning and attention outcome at school age. (C) 2008 Elsevier Ireland Ltd. All rights reserved.
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