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

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.