Neurocognitive processes underlying academic difficulties in very preterm born adolescents
| Autor: | E. Sabrina Twilhaar, Jorrit F. de Kieviet, Ruurd M. van Elburg, Jaap Oosterlaan |
|---|---|
| Přispěvatelé: | Clinical Neuropsychology, IBBA, APH - Mental Health, General Paediatrics, ARD - Amsterdam Reproduction and Development, AGEM - Amsterdam Gastroenterology Endocrinology Metabolism, AMS - Rehabilitation & Development |
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Male
Mediation (statistics) Adolescent Psychological intervention Neuropsychological Tests working memory Developmental psychology 03 medical and health sciences 0302 clinical medicine Cognition SDG 3 - Good Health and Well-being Developmental and Educational Psychology Executive attention Reaction Time Very Preterm Birth Humans processing speed 0501 psychology and cognitive sciences Child Working memory 05 social sciences Infant Newborn academic performance attention Very preterm Neuropsychology and Physiological Psychology Memory Short-Term Reading comprehension Infant Extremely Premature Pediatrics Perinatology and Child Health Female Psychology Cognition Disorders Comprehension Neurocognitive SDG 4 - Quality Education 030217 neurology & neurosurgery Mathematics Very preterm birth 050104 developmental & child psychology |
| Zdroj: | Child Neuropsychology, 26(2), 274-287. Psychology Press Ltd Twilhaar, E S, de Kieviet, J F, van Elburg, R M & Oosterlaan, J 2020, ' Neurocognitive processes underlying academic difficulties in very preterm born adolescents ', Child Neuropsychology, vol. 26, no. 2, pp. 274-287 . https://doi.org/10.1080/09297049.2019.1639652 Child neuropsychology, 26(2), 274-287. Taylor and Francis Ltd. Child Neuropsychology, 26(2), 274-287. Taylor and Francis Ltd. |
| ISSN: | 0929-7049 |
| Popis: | Very preterm birth is associated with academic difficulties, but the underlying neurocognitive mechanisms of these difficulties remain largely unclear. The present study aimed to assess the role of working memory (WM), attentional processes, and processing speed in academic difficulties of very preterm born adolescents at 13 years. Participants included 55 very preterm and 61 full-term adolescents. Academic performance, visuospatial WM, alerting, orienting, executive attention, sustained attention, and processing speed (simple and choice reaction time [RT]) were compared between groups. Mediation analyses with multiple, parallel mediators were performed to examine whether these functions mediate the relation between very preterm birth and academic performance. Very preterm born adolescents showed poorer reading comprehension, arithmetic, visuospatial WM, alerting, sustained attention, and choice RT than full-term controls. The relationship between very preterm birth and arithmetic was mediated by visuospatial WM, sustained attention, and choice RT. The relationship between very preterm birth and reading comprehension was mediated by visuospatial WM and choice RT. The findings indicate that very preterm birth affects arithmetic and reading comprehension through its negative effect on visuospatial WM, sustained attention, and processing speed. These neurocognitive processes may identify very preterm born children at risk for academic difficulties and could serve as targets for interventions. |
| Databáze: | OpenAIRE |
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