Previous studies had shown that very low birth weight(VLBW) preterm children with normal early development had poorer cognitive executive functions(CEFs) and emotional executive functions(EEFs) at preschool-aged. There were still about 73% of children with deficits of CEFs and 74% of them with deficits of EEFs at school-aged. (Ni et al., 2011; Chiang et al., 2019; Lee et al., 2022). Besides, former studies less discuss the core neuropsychological ability related to the EFs development. In this study, meta-attention was chosen as the core ability. This study applied longitudinal design aimed to discuss the predictive power of meta-attention at preschool-aged on the CEFs and EEFs at school-aged for VLBW preterm and typically developing children.

The VLBW group was referred by Premature Baby Foundation of Taiwan. These children have been followed up with Bayley Scales of Infant Development(BSID) II or III administered at the age of 12 months and 24 months and Wechsler Preschool and Primary Scale of Intelligence-Revised(WPPSI-R) at the age of 5-year-old. Children with visual impairment, auditory impairment, cerebral palsy developmental indices of BSID-II or III less than 70, or full-scale IQ of WPPSI-R less than 70 were excluded.

The typical group was recruited from the community and included 30 children whose development was typical. Both preterm and typically developing children completed the CEFs and EEFs test at 6 and 8. Four types of CEFs including 33 indicators were assessed: Meta-attention including 18 indicators through Comprehensive Nonverbal Attention Test Battery(CNAT), working memory including 2 indicators through Digit Span Subtest of Wechsler Intelligence Scale for Children-IV(WISC-IV) and Knox’s Cube Test(KCT), planning ability including 6 indicators through Tower of London(ToL), and cognitive flexibility including 7 indicators through Wisconsin Card Sorting Test(WCST).

Two types of EEFs including 5 indicators were assessed. We designed Emotional EF Ecological Assessment Battery for Children in Taiwan to assess EEFs, including 3 indicators of theory of mind and 2 indicators of emotion regulation. Data were analyzed with correlation analysis and independent sample t-test.

Meta-attention at 6 among the VLBW group significantly correlated with 73.3% of CEFs and 80% of EEFs indicators at 8 and had significant predictive power on working memory, planning ability, cognitive flexibility, emotion regulation, and theory of mind. (p<.05) When the significance level was 0.01, meta-attention still correlated with 33% of CEFs and 80% of EEFs indicators and can predict those CEFs and EEFs among the VLBW group. Meta-attention at 6 among the typical group significantly correlated with 26.7% of CEFs and 80% of EEFs indicators at 8 and had significant predictive power on working memory, planning ability, emotion regulation, and theory of mind. (p<.05)

When the significance level was 0.01, meta-attention only correlated with 80% of EEFs indicators and can’t predict any CEFs and EEFs among the typical group.

Meta-attention at 6 can predict CEFs and EEFs among VLBW preterm children at 8, while the effect didn’t be found among typically developing children. Thus, meta-attention can be served as a clinical cut-point for VLBW preterm children to find the deficits and intervene early.