Neurodevelopmental pathways to preterm children's specific and general mathematic abilities.
Julia Jaekel, Peter Bartmann, Wolfgang Schneider, Dieter Wolke
Author Information
Julia Jaekel: Department of Developmental Psychology, Ruhr-University Bochum, Bochum, Germany; Department of Psychology, University of Warwick, Coventry, UK.
Peter Bartmann: Institute of Neonatology, University Hospital Bonn, Bonn, Germany.
Wolfgang Schneider: Department of Psychology, University of Würzburg, Würzburg, Germany.
Dieter Wolke: Department of Psychology, University of Warwick, Coventry, UK; Warwick Medical School, University of Warwick, Coventry, UK. Electronic address: D.Wolke@warwick.ac.uk.
BACKGROUND: Preterm children have problems with mathematics but knowledge about the predictors of specific mathematic abilities in preterm populations is scarce. AIMS: This study investigated neurodevelopmental pathways to children's general and specific mathematic abilities across the full gestational age range. STUDY DESIGN: Prospective geographically defined longitudinal investigation in Germany. SUBJECTS: 947 children across the full gestational age range (23-41 weeks). Outcome measures. At 8 years, children's cognitive and mathematic abilities were measured and residuals of a regression predicting mathematic scores by IQ were used to identify specific mathematic abilities. RESULTS: Neurodevelopmental cascade models revealed that adverse effects of preterm birth on mathematic abilities were mediated by neonatal risk. Specific mathematic abilities were uniquely predicted by the duration of hospitalization and ventilation. CONCLUSIONS: Prolonged neonatal medical treatment and, in particular, mechanical ventilation may lead to specific impairments in mathematic tasks. These findings have implications for the mode of respiratory support in neonates, routine follow-up and intervention planning as well as research about brain reorganization after preterm birth.
