Emotion recognition and executive functions in school children born term and preterm

This study aims to analyze the association between recognition of emotions and executive functions in preterm and term-born students. The methodology consisted of an exploratory and transversal study of comparison of the performance between the purpose group and control group from 8 to 12 years. The results showed that there is no significant difference between groups in the FEs. There was an association between gaze fixation at the time of identifying emotions and gestational age. In the analysis of the relation FEs and recognition of emotions in preterm school children, there was a significant correlation in the time of recognition of emotions, inhibitory control, and cognitive flexibility. The research revealed differences between term and preterm schoolchildren, regarding emotions recognition, operational memory, visual tracking, inhibitory control, and cognitive flexibility. These results coincide with other studies on the subject and demonstrate the importance of evaluation and interventions directed to preterm births. This study aimed to analyze the association between emotion recognition and executive functions in preterm birth and term born schoolchildren. The methodology consisted of a cross-sectional and correlational study, with a sample of 82 participants aged 8 to 12 years, divided into control and clinical groups. Socioeconomic questionnaire, Computerized Emotion Recognition Assessment Battery, Five-Digit Test, Wisconsin Card Sorting Test, and Wechsler Intelligence Scale for Children were used. The results showed differences between groups in the recognition of emotions, in addition to correlations between preterm birth, recognition of emotions, inhibitory control and cognitive flexibility and gaze fixation. It is concluded that the data obtained demonstrated the importance of evaluation and interventions aimed at preterm birth and of studies on this theme.