The study by Belfort et al. (2022) investigates the impact of maternal milk feeding on neurodevelopmental outcomes in preterm infants at 7 years of age. Conducted across multiple Australian perinatal centers, this research provides valuable insights into how early nutrition may influence long-term cognitive and academic performance in children born before 33 weeks of gestation.
Background
Preterm infants face unique challenges in their development, and maternal milk has been widely acknowledged for its role in supporting early growth and health. This study builds on previous research, focusing specifically on how the quantity and duration of maternal milk feeding during and after neonatal hospitalization correlate with later neurodevelopmental outcomes.
Key Insights
Reduced ADHD Symptoms: Children who received higher amounts of maternal milk exhibited fewer symptoms associated with ADHD.
- Performance IQ and Academic Skills: Higher intake of maternal milk during neonatal hospitalization was linked to better performance IQ, reading, and math scores at 7 years of age.
- Reduced ADHD Symptoms: Children who received higher amounts of maternal milk exhibited fewer symptoms associated with ADHD.
- Gestational Age Matters: The benefits of maternal milk feeding were particularly evident among infants born at less than 30 weeks of gestation.
Significance
This study highlights the potential long-term benefits of maternal milk feeding for preterm infants, particularly in areas such as academic performance and attention regulation. However, the findings also indicate that maternal milk intake was not associated with improvements in full-scale IQ, verbal IQ, executive function, or behavior, suggesting that its effects may be domain-specific. These insights emphasize the need for further investigation into the mechanisms underlying these relationships.
Future Directions
Future research should explore the specific components of maternal milk that contribute to the observed neurodevelopmental benefits. Additionally, examining how these findings apply to more diverse populations could enhance our understanding of maternal milk’s broader implications. The role of post-discharge nutrition in supporting ongoing cognitive and academic development also warrants further exploration.
Conclusion
The findings of Belfort et al. (2022) suggest that maternal milk feeding during neonatal hospitalization and beyond may play an important role in improving school-age performance IQ and academic achievement, as well as reducing ADHD symptoms. These benefits appear to be most pronounced in preterm infants born at less than 30 weeks of gestation, highlighting the value of tailored nutritional strategies during critical early developmental periods.
Reference
Belfort, M. B., Knight, E., Chandarana, S., Ikem, E., Gould, J. F., Collins, C. T., Makrides, M., Gibson, R. A., Anderson, P. J., Simmer, K., Tiemeier, H., & Rumbold, A. (2022). Associations of Maternal Milk Feeding With Neurodevelopmental Outcomes at 7 Years of Age in Former Preterm Infants. JAMA Network Open, 5(7), e2221608. https://doi.org/10.1001/jamanetworkopen.2022.21608
Understanding Preterm Cognitive Development
Preterm birth — defined as birth before 37 weeks of gestation — affects approximately 10% of all births worldwide, making it one of the most common risk factors for cognitive development differences. The brain undergoes critical growth during the third trimester, including myelination of neural pathways, synaptogenesis, and cortical folding. When birth occurs before these processes complete, the resulting developmental trajectory can differ in measurable ways.
Key Takeaways
- Key Insights
Performance IQ and Academic Skills: Higher intake of maternal milk during neonatal hospitalization was linked to better performance IQ, reading, and math scores at 7 years of age.
- (2022) investigates the impact of maternal milk feeding on neurodevelopmental outcomes in preterm infants at 7 years of age.
- Gestational Age Matters: The benefits of maternal milk feeding were particularly evident among infants born at less than 30 weeks of gestation.
- Associations of Maternal Milk Feeding With Neurodevelopmental Outcomes at 7 Years of Age in Former Preterm Infants.
Research consistently shows that the degree of prematurity matters: extremely preterm infants (born before 28 weeks) face the greatest cognitive challenges, while late preterm infants (34-36 weeks) often catch up to their full-term peers by school age. However, “catching up” in average scores does not mean individual outcomes are predetermined — environmental enrichment, responsive caregiving, and early intervention programs have been shown to significantly narrow developmental gaps.
Modern neonatal intensive care has dramatically improved survival rates, shifting research focus from mortality to long-term quality of life and cognitive outcomes. Longitudinal studies following preterm cohorts into adulthood reveal that while group-level differences persist, individual variation is substantial, and many preterm-born adults achieve educational and professional success comparable to their full-term peers.
Practical Implications for Parents and Clinicians
For parents of preterm infants, these findings offer both realistic expectations and grounds for optimism. While group-level statistics show average cognitive differences, individual trajectories vary enormously. Key protective factors include kangaroo care (skin-to-skin contact), responsive parenting, early enrollment in developmental follow-up programs, and creating language-rich home environments. Clinicians should provide balanced counseling that acknowledges risks without creating self-fulfilling prophecies of poor outcomes.
Early intervention services — typically available through state early intervention programs for children birth to age 3 — have demonstrated effectiveness in narrowing cognitive gaps. These services may include speech-language therapy, occupational therapy, developmental play-based interventions, and parent coaching. The earlier these services begin, the greater their potential impact, as neural plasticity is highest in the first years of life.
Frequently Asked Questions
What is cognitive ability?
Cognitive ability refers to the brain’s capacity to process information, learn from experience, reason abstractly, solve problems, and adapt to new situations. It encompasses multiple domains including verbal comprehension, perceptual reasoning, working memory, and processing speed.
How is intelligence measured?
Intelligence is primarily measured through standardized psychometric tests such as the Wechsler Adult Intelligence Scale (WAIS), Stanford-Binet, and Raven’s Progressive Matrices. These tests assess various cognitive domains and produce an Intelligence Quotient (IQ) score with a mean of 100 and standard deviation of 15.
Why does psychological research matter?
Psychological research provides the evidence base for understanding human behavior and mental processes. It informs clinical practice, educational policy, workplace design, and public health interventions. Without rigorous research, interventions risk being ineffective or harmful.
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Read more →Why is background important?
Preterm infants face unique challenges in their development, and maternal milk has been widely acknowledged for its role in supporting early growth and health. This study builds on previous research, focusing specifically on how the quantity and duration of maternal milk feeding during and after neonatal hospitalization correlate with later neurodevelopmental outcomes.
How does key insights work in practice?
Performance IQ and Academic Skills: Higher intake of maternal milk during neonatal hospitalization was linked to better performance IQ, reading, and math scores at 7 years of age. Reduced ADHD Symptoms: Children who received higher amounts of maternal milk exhibited fewer symptoms associated with ADHD. Gestational Age Matters: The benefits of maternal
Why does significance matter in psychology?
This study highlights the potential long-term benefits of maternal milk feeding for preterm infants, particularly in areas such as academic performance and attention regulation. However, the findings also indicate that maternal milk intake was not associated with improvements in full-scale IQ, verbal IQ, executive function, or behavior, suggesting that its effects may be domain-specific. These insights emphasize the need for further investigation into the mechanisms underlying these relationships.
