Cognitive functioning in toddlerhood: The role of gestational age, attention capacities, and maternal stimulation.

Jong, Marjanneke de; Verhoeven, Marjolein; Hooge, Ignace T. C.; Maingay-Visser, Arnoldina P. G. F.; Spanjerberg, L.; Baar, Anneloes L. van

doi:10.1037/dev0000446

Cited by 10 publications

(11 citation statements)

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“…At 12 months, authors confirmed emerging deficits in attention control in very preterm infants, with less time spent focusing on the target and slower shifting of attention (Downes et al, 2018). At 18 months, preterm toddlers (32–26 weeks of gestation) demonstrated slower alerting and orienting processes compared to full-term children (de Jong et al, 2015) and a strong effect of gestational age (de Jong et al, 2018).…”

Section: Eye-tracking Studiesmentioning

confidence: 99%

Magnitude Comparisons, Number Knowledge and Calculation in VeryPreterm Children and Children With Specific Learning Disability: A Cross-Population Study Using Eye-Tracking

et al. 2020

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Difficulties in mathematics have been described in very preterm children, but their origins are not well understood and may differ from other populations with specific learning disability. Very preterm children, children with learning disability, and typically developing children were compared in mathematics skills, using standardized tools, experimental tasks, and eye-tracker measures. We assessed symbolic and nonsymbolic magnitude comparisons, number knowledge, calculation, as well as cognitive skills of 103 Italian-speaking fourth and fifth graders. Compared to typically developing peers, very preterm children showed delays in number knowledge, slower reaction times in nonsymbolic magnitude comparisons, and an atypical gaze exploration characterized by more and shorter fixations that lacked a target preference. The profile of mathematics skills of very preterm children appeared different from that of children with learning disability. Although both populations showed mainly preserved cognitive skills and slower reaction times in nonsymbolic magnitude comparisons, children with specific learning disability showed more severe impairments in calculation and were slower in symbolic magnitude comparisons, compared to very preterm children. Including eye-tracking measures in preterm follow-up programs and planning tailored interventions are recommended.

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Section: Eye-tracking Studiesmentioning

confidence: 99%

Magnitude Comparisons, Number Knowledge and Calculation in VeryPreterm Children and Children With Specific Learning Disability: A Cross-Population Study Using Eye-Tracking

et al. 2020

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“…Other environmental factors such as parental styles [58,59,68], maternal stimulation [69], employment quality and educational level of parents [70], marital status [71], do have an effect on the cognitive development of PT children.…”

Section: Introductionmentioning

confidence: 99%

A Follow-Up Study of Cognitive Development in Low Risk Preterm Children

Pereira

Fernández

Taibo

et al. 2020

IJERPH

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The results of a longitudinal study on the cognitive development of one group of full-term and three groups of low risk preterm children with different gestational ages (GA) are presented. The 181 participants were divided into four GA groups of similar size. The aims were: 1) To check if there are differences in cognitive development (measured through the Batelle scale) among the GA groups. 2) To establish the predictive factors of cognitive development at 22 and 60 months of age, taking into account biomedical, environmental and individual factors. The results of the repeated measures ANOVA performed at 22 and 60 months of age indicated that the cognitive trajectories of the four GA groups were similar. Linear regression analyses showed that the effect of the different predictors changed in relation to the time of measurement of cognitive development. Biological factors and the quality of home environment had a moderate effect on the cognitive development at 22 months of age. Cognitive results obtained at 22 months of age, and, to a lesser extent, working memory had the greatest effect on cognitive development at 60 months. GA does not predict cognitive development. Preterm children do not show cognitive delay if they are healthy.

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“…Estudos que investigaram os níveis de sensibilidade e comportamento materno em interação com o bebê, comparando díades com crianças nascidas a termo e prétermo apresentaram diferenças entre estas populações (LOI et al, 2017;LÓPEZ-MAESTRO et al, 2017;JONG et al, 2018;BUTTI et al, 2018). Desta forma, os achados deste estudo estão divergentes da maioria dos realizados em outros países.…”

Section: Discussionunclassified

“…A habilidade pessoal-social do TSDD-II avalia as reações pessoais da criança frente ao ambiente social que ela vivencia (FRANKBURG et al, 1992 LUPERI et al, 2016;RIBEIRO et al, 2016;RECHIA et al, 2016;ZAGO et al, 2017;CARNIEL et al, 2017;SANCHEZ et al, 2018;MARCHMAN et al, 2019;VANDORMAEL et al, 2019 , 2010;SANSAVINI et al, 2011;CALDAS et al, 2014;ZERBETO;CORTELO, FILHO et al, 2015;BENASSI et al, 2016;RIBEIRO et al, 2016;MONTEIRO-LUPERI et al, 2016;LOI et al, 2017;CARNIEL et al, 2017;ZUCCARINI et al, 2017;MORSAN;FANTONI;WHITE-TRAUT et al, 2018;TALLANDINI, 2018;SANCHEZ et al, 2018;BOURVIS et al, 2018 Outra consideração a ser feita em relação ao desenvolvimento da linguagem na população nascida pré-termo refere-se ao desenvolvimento de habilidades complexas relacionadas ao processamento de informações auditivas e visuais, imprescindíveis para as aquisições futuras envolvendo a linguagem oral e escrita, ou seja, como facilitadores da aprendizagem de processos sensoperceptivos que irão influenciar na futura aquisição da leitura e da escrita. Autores apontaram para a possibilidade de déficits tardios em crianças pré-termo, destacando prejuízos nas habilidades de atenção, atenção compartilhada, memória de trabalho e funções executivas (JONG et al, 2018;FENG et al, 2018;SANCHEZ et al, 2018;MARCHMAN et al, 2019). Isto reforça a necessidade do acompanhamento longitudinal para as crianças nascidas prematuras.…”

Section: Discussionunclassified

“…Para as famílias, o nascimento pré-termo pode representar um evento traumático, muitas vezes permeados pelo sentimento de culpa, ansiedade e estresse, experimentados principalmente pela mãe, o que pode modificar sua capacidade em perceber os sinais do bebê e fornecer respostas adequadas às suas necessidades (IONIO et al, 2016;LÓPEZ-MAESTRO et al, 2017;GRAHAM et al, 2018;FERNANDÉZ-MEDINA et al, 2018;ZIETLOW et al, 2019;TREYVAUD et al, 2019;LI et al, 2019;TURPIN et al, 2019). Na literatura são relatadas diferenças no comportamento materno e na qualidade de interação mãe-bebê quando se compara crianças nascidas prematuras com as nascidas a termo (BENASSI et al, 2016;SEIXAS;BARBOSA;FUERTES, 2017;LOI et al, 2017;LÓPEZ-MAESTRO et al, 2017;JONG et al, 2018;BUTTI et al, 2018).…”

Section: Introductionunclassified

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Qualidade de interação mãe-bebê e o impacto nas habilidades do desenvolvimento infantil de crianças prematuras e a termo aos 3 meses de idade

Teodoro¹

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Quality of mother-infant interaction and the impact on child development skills of premature and full-term children at 3 months of age Introduction:Face-to-face interactions allow for children to acquire experiences that will make it possible for them to communicate with their environment. Therefore, maternal sensitivity has been regarded as a crucial aspect in understanding the acquisition and development of skills related to child development. In this sense, selfregulation is developed through interactions with the environment, i.e. through responses to stimuli and learn-by-doing experiences. Preterm birth is regarded as a risk factor for child development. Moreover, early delivery can be described as a traumatic event for the family, which may result in changes to parenting patterns and to levels of maternal sensitivity. Objective: To assess the quality of the mother-baby dyad and the self-regulation infantile processes and their influence on the development of skills gross motor, fine-adaptative motor, personal-social and language of threemonth-old preterm and term infants children. Materials and methods: ethical standards were fulfilled (CAAE: 90550318.4.0000.5417). We evaluated 54 dyads.They were split in two groups: 21 preterm dyads (EG) and 33 term infants children. The instruments used were: maternal interview, "Critério de Classificação Econômica Brasil", Face-to-Face Still-Face, Child-Adult Relationship Experimental Index and Screnning Denver Development Test-II. Statistic methods were used to analyze the variables: T-Test, Independent Samples T-Test, Chi-Square test Pearson, Pearson Correlation, ANOVA and Tukey Post Hoc Test. Results: 47,6% of the EG and 45,5%of the CG reported that their pregnancy had been planned, as revealed by the interviews. On the other hand, 71,4% of the EG and 45,5% of the CG reported that their pregnancies had been desired. No statistically significant differences were found between the two groups and the socially negative self-regulation orientation prevailed in both groups. No statistically significant differences as regards the interactions between mother and babies were found, either. We found a significant negative correlation between maternal sensitivity and child binge. We have also found a statistically significant positive correlation between maternal sensitivity and child cooperation. By contrasting the Care-Index to the self-regulation standards we found that maternal sensitivity and the self-comfort rate were greater in the positive social orientation group. In the same vein, maternal control was less significant within this group. Statistically significant differences were found when contrasting the performances of the EG to the ones of the CG as regards personal-social and language skills. The 5 th Minute Apgar and gestational age were correlated with personal-social and language skills. Birth weight was correlated with language area.

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Cognitive functioning in toddlerhood: The role of gestational age, attention capacities, and maternal stimulation.

Cited by 10 publications

References 71 publications

Magnitude Comparisons, Number Knowledge and Calculation in VeryPreterm Children and Children With Specific Learning Disability: A Cross-Population Study Using Eye-Tracking

Magnitude Comparisons, Number Knowledge and Calculation in VeryPreterm Children and Children With Specific Learning Disability: A Cross-Population Study Using Eye-Tracking

A Follow-Up Study of Cognitive Development in Low Risk Preterm Children

Qualidade de interação mãe-bebê e o impacto nas habilidades do desenvolvimento infantil de crianças prematuras e a termo aos 3 meses de idade

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