Learning, memory and executive functions in children with hydrocephalus.
OBJECTIVE
To explore learning, memory and executive abilities in children with hydrocephalus without learning disabilities, and to find out whether children with an isolated hydrocephalus differed from those with hydrocephalus in combination with myelomeningocele (MMC).


METHODS
Thirty-six children with an intelligence quotient (IQ) of >or=70 from a population of all the 107 children with hydrocephalus born in western Sweden in 1989-1993 were examined and compared with age- and gender-matched controls. The neuropsychological assessment of the school-aged child (NIMES) test battery was used.


RESULTS
The children with hydrocephalus differed significantly from controls in all functions apart from registration skills and recognition. Learning, memory and executive functions were all impaired. Twenty children with infantile hydrocephalus did not differ from those with hydrocephalus associated with MMC. Also, children with an IQ of >84 performed significantly worse than controls.


CONCLUSIONS
Despite an IQ of >or=70, children with hydrocephalus had significantly impaired learning, memory and executive functions. When major brain lesions resulting in learning disability had been excluded, the hydrocephalus, rather than the underlying aetiology, was most important for the development of cognitive functions.
Lindquist
Barbro
B
Department of Habilitation, Halmstad County Hospital, Halmstad, Sweden.
Persson
Eva-Karin
EK
Uvebrant
Paul
P
Carlsson
Göran
G
D000293:Adolescent; D016022:Case-Control Studies; D002648:Child; D006801:Humans; D006849:Hydrocephalus / Q000150:complications*; D007360:Intelligence; D007858:Learning; D007859:Learning Disabilities / Q000145:classification / Q000209:etiology*; D008568:Memory; D008591:Meningomyelocele / Q000150:complications*; D011597:Psychomotor Performance; D013548:Sweden