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早产与计算障碍。

Preterm birth and dyscalculia.

机构信息

Department of Developmental Psychology, Ruhr-University Bochum, Bochum, Germany; Department of Psychology, University of Warwick, Coventry, United Kingdom.

Department of Psychology, University of Warwick, Coventry, United Kingdom; Warwick Medical School, University of Warwick, Coventry, United Kingdom.

出版信息

J Pediatr. 2014 Jun;164(6):1327-32. doi: 10.1016/j.jpeds.2014.01.069. Epub 2014 Mar 12.

DOI:10.1016/j.jpeds.2014.01.069
PMID:24630355
Abstract

OBJECTIVE

To evaluate whether the risk for dyscalculia in preterm children increases the lower the gestational age (GA) and whether small-for-gestational age birth is associated with dyscalculia.

STUDY DESIGN

A total of 922 children ranging from 23 to 41 weeks' GA were studied as part of a prospective geographically defined longitudinal investigation of neonatal at-risk children in South Germany. At 8 years of age, children's cognitive and mathematic abilities were measured with the Kaufman Assessment Battery for Children and with a standardized mathematics test. Dyscalculia diagnoses were evaluated with discrepancy-based residuals of a linear regression predicting children's math scores by IQ and with fixed cut-off scores. We investigated each GA group's ORs for general cognitive impairment, general mathematic impairment, and dyscalculia by using binary logistic regressions.

RESULTS

The risk for general cognitive and mathematic impairment increased with lower GA. In contrast, preterm children were not at increased risk of dyscalculia after statistically adjusting for child sex, family socioeconomic status, and small-for-gestational age birth.

CONCLUSION

The risk of general cognitive and mathematic impairments increases with lower GA but preterm children are not at increased risk of dyscalculia.

摘要

目的

评估极早产儿发生计算障碍的风险是否随胎龄(GA)降低而增加,以及小于胎龄儿(SGA)出生是否与计算障碍相关。

研究设计

本研究共纳入了 922 名 GA 为 23 至 41 周的儿童,作为德国南部一项针对新生儿高危儿童的前瞻性、具有地域代表性的纵向研究的一部分。在 8 岁时,使用 Kaufman 儿童评估量表和标准化数学测试来评估儿童的认知和数学能力。通过 IQ 预测儿童数学成绩的线性回归的差异残差,以及固定的截断分数,来评估计算障碍的诊断。我们使用二元逻辑回归来评估每个 GA 组在一般认知障碍、一般数学障碍和计算障碍方面的比值比(OR)。

结果

一般认知和数学障碍的风险随 GA 降低而增加。相比之下,在对儿童性别、家庭社会经济地位和 SGA 出生进行统计学调整后,早产儿发生计算障碍的风险并未增加。

结论

一般认知和数学障碍的风险随 GA 降低而增加,但早产儿发生计算障碍的风险并未增加。

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