Inhibitory Control of Executive Function and School Performance in School-Aged Preterm and Term Children

• Main Authors: Hsi-Wen Huang, 黃希文
• Other Authors: Suh-Fang Jeng
• Format: Others
• Language: en_US
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/56360747455452799993

碩士 === 國立臺灣大學 === 物理治療學研究所 === 104 === Background and Purpose: Inhibitory control is the core ability of executive function that has been found to predict subsequent adaptive function and academic performance in school-aged children with normal development. Preterm children with very low birth weight (VLBW, birth weight <1,500 g) are at risk of cognitive impairment and poor academic performance at school age, however, the information concerning their inhibitory control and relation to cognition and academic performance has been limited. The aims of this study were therefore to examine the inhibitory control with electroencephalogram/event-related potential (EEG/ERP) and to assess its relation to cognition and academic performance in school-aged term children and VLBW preterm children. Methods: Nineteen seven-year-old VLBW preterm children and 35 age-matched term children were prospectively assessed for their inhibitory control using the flanker, go-nogo, and continuous performance tasks, cognitive function using the Wechsler Intelligence Scale for Children-4th edition, and school performance using the academic test performance among classmates. Results: VLBW preterm children exhibited significantly longer reaction time in the flanker (783.4±143.8 ms vs. 688.1±73.8 ms, p=0.01) and go-nogo tasks (575.4±81.6 ms vs. 524.4±65.8 ms, p=0.02), larger difference of N2 peak amplitude between congruent and incongruent trials in the flanker task (Cz: -2.02±3.99 μV vs. 0.16±3.47 μV, p=0.04; Pz: -2.37±5.61 μV vs. 1.61±5.91 μV, p=0.02), lower full-scale IQ score (97.1±10.5 vs. 108.0±14.5, p<0.01) and lower percent of excellent academic test performance than term children (47% vs. 97%, p<0.01). Furthermore, the reaction time of go-nogo task was the only factor significantly associated with the academic test performance in both preterm and term children (β[95%CI]= -0.03[-0.05 to -0.01], p=0.048). Conclusion: School-aged VLBW preterm children showed poorer inhibitory control ability, cognitive function and school performance than their term counterparts. The reaction time of inhibitory control partly contributed to the school performance in both preterm and term children. Implications: The results provide insightful information for understanding the neurophysiological mechanisms underlying inhibitory control and for planning academic learning and testing in school-aged VLBW preterm children.