Association between brain activation (fMRI), cognition and school performance in extremely preterm and term born children

The purpose of the study was to investigate a possible association between brain activation in functional magnetic resonance imaging scans, cognition and school performance in extremely preterm children and term born controls. Twenty eight preterm and 28 term born children were scanned while perform...

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Bibliographic Details
Published in:Scandinavian journal of psychology 2014-10, Vol.55 (5), p.427-432
Main Authors: Griffiths, Silja Torvik, Aukland, Stein Magnus, Markestad, Trond, Eide, Geir Egil, Elgen, Irene, Craven, Alexander R, Hugdahl, Kenneth
Format: Article
Language:English
Subjects:
Achievement
Attention - physiology
Brain - physiology
Brain Mapping
Brain research
Child
cognition
Cognition & reasoning
Cognition - physiology
Cognitive ability
Educational Status
extremely low birth weight
Extremely preterm
Female
functional MRI
Humans
Infant, Extremely Premature - psychology
Infant, Newborn
Magnetic Resonance Imaging
Male
Memory, Short-Term - physiology
Neuropsychological Tests
school performance
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Summary:The purpose of the study was to investigate a possible association between brain activation in functional magnetic resonance imaging scans, cognition and school performance in extremely preterm children and term born controls. Twenty eight preterm and 28 term born children were scanned while performing a working memory/selective attention task, and school results from national standardized tests were collected. Brain activation maps reflected difference in cognitive skills but not in school performance. Differences in brain activation were found between children born preterm and at term, and between high and low performers in cognitive tests. However, the differences were located in different brain areas. The implication may be that lack of cognitive skills does not alone explain low performance due to prematurity.
ISSN:0036-5564
1467-9450
DOI:10.1111/sjop.12145