The Comprehensive Assessment of the Trajectory of Neurocognitive Skills Development in Premature Infants in Longitude

Abstract

Introduction. This paper aims to give a comprehensive account of differences in the development of cognitive and sensorimotor functions in premature and full-term infants. Prematurity is an important risk factor for neurological and psychomotor disorders, as well as for impaired cognitive development. This study represents a first attempt to conduct a comprehensive assessment using modern instrumental and behavioral methods in a longitudinal perspective.

Methods. The experimental sample was comprised of 42 premature infants (32.4 ± 2.1 weeks of gestation). The control group consisted of 60 full-term infants with typical development and absence of diseases of the central nervous system. The longitudinal study was conducted at 5, 10, 14, and 24 months of age. The participants’ eye movements were recorded with the SMI RED 500 eye-tracking system. The Bayley Scales of Infant Development, Third Edition (BSID III) were used to assess cognitive development, receptive and expressive communication skills, as well as gross and fine motor skills.

Results. Compared to the control group premature infants showed significantly lower results by the Bayley cognitive and communicative sub-scales at 5 and 10 months of age, as well as a lag in motor development at 14 and 24 months of age. In addition, the experimental group demonstrated a decrease in the stability and speed of visual attention switching and a lower result in visual search of a simple non-social stimulus at 14 months of age. No significant intergroup differences were found in the perception of social stimuli and the development of joint attention.

Discussion. Prematurity selectively influences the development of neurocognitive functions. The outcomes of prematurity partially disappear by the end of the second year of life.