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Basic Information Processing Abilities at 11 years Account for Deficits in IQ Associated with Preterm Birth

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Basic Information Processing Abilities at 11 years Account for Deficits in IQ Associated with Preterm Birth

Auteurs : Susan A. Rose [États-Unis] ; Judith F. Feldman [États-Unis] ; Jeffery J. Jankowski [États-Unis] ; Ronan Van Rossem [Belgique]

Source :

Intelligence [ 0160-2896 ] ; 2011.

RBID : PMC:3106278

Abstract

Although it is well established that preterms as a group do poorly relative to their full-term peers on tests of global cognitive functioning, the basis for this relative deficiency is less understood. The present paper examines preterm deficits in core cognitive abilities and determines their role in mediating preterm/full-term differences in IQ. The performance of 11-year-old children born preterm (birth weight <1750g) and their full-term controls were compared on a large battery of 15 tasks, covering four basic cognitive domains -- memory, attention, speed of processing and representational competence. The validity of these four domains was established using latent variables and confirmatory factor analysis (CFA). Preterms showed pervasive deficits within and across domains. Additionally, preterm deficits in IQ were completely mediated by these four cognitive domains in a structural equation model involving a cascade from elementary abilities (attention and speed), to more complex abilities (memory and representational competence), to IQ. The similarity of findings to those obtained with this cohort in infancy and toddlerhood suggest that preterm deficits persist – across time, across task, and from the non-verbal to the verbal period.

Url:

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3106278

DOI: 10.1016/j.intell.2011.03.003
PubMed: 21643482
PubMed Central: 3106278

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<author><name sortKey="Rose, Susan A" sort="Rose, Susan A" uniqKey="Rose S" first="Susan A." last="Rose">Susan A. Rose</name>
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<author><name sortKey="Van Rossem, Ronan" sort="Van Rossem, Ronan" uniqKey="Van Rossem R" first="Ronan" last="Van Rossem">Ronan Van Rossem</name>
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<front><div type="abstract" xml:lang="en"><p id="P2">Although it is well established that preterms as a group do poorly relative to their full-term peers on tests of global cognitive functioning, the basis for this relative deficiency is less understood. The present paper examines preterm deficits in core cognitive abilities and determines their role in mediating preterm/full-term differences in IQ. The performance of 11-year-old children born preterm (birth weight <1750g) and their full-term controls were compared on a large battery of 15 tasks, covering four basic cognitive domains -- <italic>memory, attention, speed of processing and representational competence</italic>
. The validity of these four domains was established using latent variables and confirmatory factor analysis (CFA). Preterms showed pervasive deficits within and across domains. Additionally, preterm deficits in IQ were completely mediated by these four cognitive domains in a structural equation model involving a cascade from elementary abilities (attention and speed), to more complex abilities (memory and representational competence), to IQ. The similarity of findings to those obtained with this cohort in infancy and toddlerhood suggest that preterm deficits persist – across time, across task, and from the non-verbal to the verbal period.</p>
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  <pmc-dir>properties manuscript</pmc-dir>
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<title-group><article-title>Basic Information Processing Abilities at 11 years Account for Deficits in IQ Associated with Preterm Birth</article-title>
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<contrib-group><contrib contrib-type="author"><name><surname>Rose</surname>
<given-names>Susan A.</given-names>
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<xref ref-type="aff" rid="A1">a</xref>
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<contrib contrib-type="author"><name><surname>Feldman</surname>
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Department of Pediatrics, Kennedy Center, Albert Einstein College of Medicine/Children’s Hospital at Montefiore, United States</aff>
<aff id="A2"><label>b</label>
Department of Social Sciences, Queensborough Community College/CUNY, United States</aff>
<aff id="A3"><label>c</label>
Department of Sociology, Ghent University, Belgium</aff>
<author-notes><corresp id="CR1"><label>*</label>
Corresponding author: Departments of Pediatrics and Psychiatry, Kennedy Center, Albert Einstein College of Medicine/Children’s Hospital at Montefiore, 1300 Morris Park Avenue, Bronx, NY 10461. Tel: 718-430-3042. Fax: 718-430-8544. <email>susan.rose@einstein.yu.edu</email>
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<fn id="FN7"><p id="P1">Susan A. Rose, Departments of Pediatrics and Psychiatry, Kennedy Center, Albert Einstein College of Medicine/Children’s Hospital at Montefiore; Judith F. Feldman, Department of Pediatrics, Albert Einstein College of Medicine/Children’s Hospital at Montefiore; and Jeffery J. Jankowski, Department of Social Sciences, Queensborough Community College/CUNY and Department of Pediatrics, Albert Einstein College of Medicine/Children’s Hospital at Montefiore.</p>
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<pub-date pub-type="nihms-submitted"><day>12</day>
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<pub-date pub-type="ppub"><season>JULY-AUGUST</season>
<year>2011</year>
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<pub-date pub-type="pmc-release"><day>1</day>
<month>7</month>
<year>2012</year>
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<volume>39</volume>
<issue>4</issue>
<fpage>198</fpage>
<lpage>209</lpage>
<permissions><copyright-statement>© 2011 Elsevier Inc. All rights reserved.</copyright-statement>
<copyright-year>2011</copyright-year>
</permissions>
<abstract><p id="P2">Although it is well established that preterms as a group do poorly relative to their full-term peers on tests of global cognitive functioning, the basis for this relative deficiency is less understood. The present paper examines preterm deficits in core cognitive abilities and determines their role in mediating preterm/full-term differences in IQ. The performance of 11-year-old children born preterm (birth weight <1750g) and their full-term controls were compared on a large battery of 15 tasks, covering four basic cognitive domains -- <italic>memory, attention, speed of processing and representational competence</italic>
. The validity of these four domains was established using latent variables and confirmatory factor analysis (CFA). Preterms showed pervasive deficits within and across domains. Additionally, preterm deficits in IQ were completely mediated by these four cognitive domains in a structural equation model involving a cascade from elementary abilities (attention and speed), to more complex abilities (memory and representational competence), to IQ. The similarity of findings to those obtained with this cohort in infancy and toddlerhood suggest that preterm deficits persist – across time, across task, and from the non-verbal to the verbal period.</p>
</abstract>
<funding-group><award-group><funding-source country="United States">National Institute of Child Health & Human Development  : NICHD</funding-source>
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<award-group><funding-source country="United States">National Institute of Child Health & Human Development  : NICHD</funding-source>
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<award-group><funding-source country="United States">National Institute of Child Health & Human Development  : NICHD</funding-source>
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<award-group><funding-source country="United States">National Institute of Child Health & Human Development  : NICHD</funding-source>
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Basic Information Processing Abilities at 11 years Account for Deficits in IQ Associated with Preterm Birth

Basic Information Processing Abilities at 11 years Account for Deficits in IQ Associated with Preterm Birth

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