SynthesisFrontiers in psychology2023
Intelligence Quotient (IQ) in school-aged preterm infants: A systematic review.
Synthesis in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Group-based trajectory modelling and interpretable machine learning to identify factors associated with neurodevelopmental trajectories in preterm infants.BMC pediatrics · 2026Article
- Factors associated with cognitive developmental delay risk in 12-month-old infants.Frontiers in pediatrics · 2026Article
- A systematic bibliometric and meta analysis of key factors and emerging AI and ML insights in shaping child cognitive development.Discover mental health · 2025Review
- Investigating the interplay between prematurity and genetic variation in the context of rare developmental disorders.Genome medicine · 2025Article
- Heterogeneous, temporally consistent, and plastic brain development after preterm birth.Nature communications · 2025Article
- Comment on "School age outcomes of very premature infants randomized to cord milking versus early cord clamping at birth".European journal of pediatrics · 2025Article
- Predictors for Development of Asphyxiated Neonates Treated With Therapeutic Hypothermia.Acta paediatrica (Oslo, Norway : 1992) · 2025Article
- Visual pathways functioning in healthy pre-term adolescents: Sex but not gestational age effect.Pediatric research · 2025Article
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Preterm birth (before 37 weeks of gestational age) is associated with certain risks to child development. The aim of this systematic review was to summarize available and updated empirical evidence on prematurity as a risk factor for cognitive development in school age. Thus, we attempted to identify similarities and differences with the full-term population and to point out possible risk or protective factors among the biological, psychosocial and family variables. The conceptualization and methodology of this review followed the PRISMA recommendations. The search was carried out in Web of Science, Scopus, PsycInfo, and Dialnet databases, in May 2022. The search was limited to journal articles, published between 2012 and 2022, in English and Spanish. Research articles selected were those focused on the intelligence quotient (IQ) of preterm children aged 6-12 years. The review included studies with cross-sectional or longitudinal cohorts, compared to a control group of children born at term or to standardized scales. The quality of evidence of the selected studies was verified with the Mixed Methods Appraisal Tool (MMAT). The initial search identified 1,040 articles. Forty articles met the inclusion criteria and were finally included in this review. These studies involved 5,396 preterm children from 37 different cohorts. Despite the diversity found among the results, in general, total IQ scores were within the normative mean for premature children; however, compared to their full-term peers, these scores were lower. The most studied variables in relation to IQ are perinatal (e.g., gestational age and birth weight) and family (e.g., socioeconomic level and education level of the mother). Recent studies corroborate that premature birth affects cognitive development in school age, and identify associated perinatal and family variables. Systematic review registration: https://www.crd.york.ac.uk/PROSPERO/display_record.php?RecordID=337371; identifier: CRD42022337371.
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