Attentional networks efficiency in preterm children

Abstract

Recent studies have reported specifi c executive and attentional defi cits in preterm children. However, the majority of this research has used multidetermined tasks to assess these abilities, and the interpretation of the results lacks an explicit theoretical backdrop to better understand the origin of the diffi culties observed. In the present study, we used the Child Attention Network Task (Child ANT; Rueda et al. 2004 ) to assess the effi ciency of the alerting, orienting and executive control networks. We compared the performance of 25 preterm children (gestational age ≤ 32 weeks) to 25 full-term children, all between 5½ and 6½ years of age. Results showed that, as compared to full-term children, preterm children were slower on all conditions of the Child ANT and had a specifi c defi cit in executive control abilities. We also observed a signifi cantly higher correlation between the orienting and executive control networks in the preterm group, suggesting less differentiation of these two networks in this population. ( JINS , 2010, 16, 130-137.)

Cognitive outcomes in children and adolescents born very preterm: a meta‐analysis

“…Nosarti et al 67 Go/nogo Pizzo et al 68 ANT Rickards et al 45 WISC-III Arithmetic Rickards et al 45 WISC-III Digit Span Simms et al 49 Automated Working Memory Assessment Simms et al…”

Response inhibition difficulties in preterm children aged 9–12 years: Relations with emotion and behavior

“…Among these difficulties, it has been well documented that preterm children are at high risk for executive function deficits (Aarnoudse-Moens, Duivenvoorden, WeisglasKuperus, Van Goudoever, & Oosterlaan, 2012;Anderson & Doyle, 2004;Edgin et al, 2008;Mulder, Pitchford, Hagger, & Marlow, 2009;Pizzo et al, 2010). Moreover, executive function difficulties in preterm children have been reported to underlie their school underachievement (Anderson & Doyle, 2008;Arpino et al, 2010) as well as their later behavioral problems (Bhutta, Cleves, Casey, Cradock, & Anand, 2002;Hack et al, 2009) such as emotional, disorders, conduct disorders, and attention deficit/hyperactivity disorder (ADHD).…”

Développement des fonctions exécutives de l’enfant prématuré

“…Au cours du développement, les processus attentionnels sont de plus en plus engagés dans des activités impliquant la planification et l'autocontrôle. Des déficits du contrôle attentionnel sont aussi observés chez les PM à l'âge scolaire [38,39]. D'une part, ils ont des difficultés à effectuer plusieurs actions simultanément (attention divisée) et, d'autre part, ils présentent de moins bons résultats lorsqu'ils doivent se focaliser sur un stimulus particulier tout en supprimant ou inhibant des informations non pertinentes (distracteurs).…”

“…D'une part, ils ont des difficultés à effectuer plusieurs actions simultanément (attention divisée) et, d'autre part, ils présentent de moins bons résultats lorsqu'ils doivent se focaliser sur un stimulus particulier tout en supprimant ou inhibant des informations non pertinentes (distracteurs). Pizzo et al [39] ont évalué l'efficacité du contrôle attentionnel au moyen du test informatisé « Child Attention Network Task » chez des PM âgés de 5,5 à 6,5 ans. Ce test consiste à déterminer si une flèche centrale pointe vers la gauche ou vers la droite.…”