PUB - Publikationen an der Universität Bielefeld

Objective To determine whether the relationship of gestational age (GA) with brain volumes and cognitive functions is linear or whether it follows a threshold model in preterm and term born children during school-age. Study design We studied 106 children (M = 10 years 1 month, SD = 16 months; 40 females) enrolled in primary school: 57 were healthy very preterm children (10 children born 24–27 completed weeks’ gestation (extremely preterm), 14 children born 28–29 completed weeks’ gestation, 19 children born 30–31 completed weeks’ gestation (very preterm), and 14 born 32 completed weeks’ gestation (moderately preterm)) all born appropriate for GA (AGA) and 49 term-born children. Neuroimaging involved voxel-based morphometry with the statistical parametric mapping software. Cognitive functions were assessed with the WISC-IV. General Linear Models and multiple regressions were conducted controlling age, sex, and maternal education. Results Compared to groups of children born 30 completed weeks’ gestation and later, children born <28 completed weeks’ gestation had less gray matter volume (GMV) and white matter volume (WMV) and poorer cognitive functions including decreased full scale IQ, and processing speed. Differences in GMV partially mediated the relationship between GA and full scale IQ in preterm born children. Conclusions In preterm children who are born AGA and without major complications GA is associated with brain volume and cognitive functions. In particular, decreased brain volume becomes evident in the extremely preterm group (born <28 completed weeks’ gestation). In preterm children born 30 completed weeks’ gestation and later the relationship of GA with brain volume and cognitive functions may be less strong as previously thought.