Gestational Age and Cognitive Ability in Early Childhood: a Population-based Cohort Study
Gestational Age and Cognitive Ability in Early Childhood: a Population-based Cohort Study
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DOI：
10.1111/ppe.12058
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发表时间：
2013-07-01
影响因子：
2.8
通讯作者：
Quigley, Maria A.
中科院分区：
文献类型：
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作者：
Poulsen, Gry;Wolke, Dieter;Quigley, Maria A.
最近的研究表明，晚期早产（34-36周）和早期足月（37-38周）出生的儿童可能比足月（39-41周）出生的儿童发育结果更差。我们利用英国千禧年队列研究研究了胎龄与儿童早期认知能力的关系。方法采用Bracken入学准备量表（3岁）、英国能力量表（3岁、5岁和7岁）和数学进步量表（7岁）对3岁儿童的认知发展进行评估。样本量根据结果在12163和14027之间变化。将每个胎龄组与足月组进行比较，使用z得分和风险比的差异，得分低于平均值-1 SD。结果：
Background Recent studies suggest that children born at late preterm (34-36 weeks gestation) and early term (37-38 weeks) may have poorer developmental outcomes than children born at full term (39-41 weeks). We examined how gestational age is related to cognitive ability in early childhood using the UK Millennium Cohort Study. Methods Cognitive development was assessed using Bracken School Readiness Assessment at age 3 years, British Ability Scales II at ages 3, 5 and 7 years and Progress in Mathematics at age 7 years. Sample size varied according to outcome between 12163 and 14027. Each gestational age group was compared with the full-term group using differences in z-scores and risk ratios for scoring more than -1 SD below the mean. Results Children born at