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Balázs A, Lakatos K, Harmati-Pap V, Tóth I, Kas B. The influence of temperament and perinatal factors on language development: a longitudinal study. Front Psychol 2024; 15:1375353. [PMID: 39027051 PMCID: PMC11256306 DOI: 10.3389/fpsyg.2024.1375353] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2024] [Accepted: 06/17/2024] [Indexed: 07/20/2024] Open
Abstract
Early language development is characterized by large individual variation. Several factors were proposed to contribute to individual pathways of language acquisition in infancy and childhood. One of the biologically based explaining factors is temperament, however, the exact contributions and the timing of the effects merits further research. Pre-term status, infant sex, and environmental factors such as maternal education and maternal language are also involved. Our study aimed to investigate the longitudinal relationship between infant temperament and early language development, also considering infant gender, gestational age, and birthweight. Early temperament was assessed at 6, 9, 18, 24, and 30 months with the Very Short Form of Infant Behavior Questionnaire (IBQ-R) and the Very Short Form of Early Childhood Behavior Questionnaire (ECBQ). Early nonverbal communication skills, receptive and expressive vocabulary were evaluated with the Hungarian version of The MacArthur Communicative Development Inventory (HCDI). Our study adds further evidence to the contribution of infant temperament to early language development. Temperament, infant gender, and gestational age were associated with language development in infancy. Infants and toddlers with higher Surgency might enter communicative situations more readily and show more engagement with adult social partners, which is favorable for communication development. Gestational age was previously identified as a predictor for language in preterm infants. Our results extend this association to the later and narrower gestational age time window of term deliveries. Infants born after longer gestation develop better expressive vocabulary in toddlerhood. Gestational age may mark prenatal developmental processes that may exert influence on the development of verbal communication at later ages.
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Affiliation(s)
- Andrea Balázs
- Institute for General and Hungarian Linguistics, HUN-REN Hungarian Research Centre for Linguistics, Budapest, Hungary
- Sound and Speech Perception Research Group, Institute of Cognitive Neuroscience and Psychology, HUN-REN Research Centre for Natural Sciences, Budapest, Hungary
| | - Krisztina Lakatos
- Sound and Speech Perception Research Group, Institute of Cognitive Neuroscience and Psychology, HUN-REN Research Centre for Natural Sciences, Budapest, Hungary
| | - Veronika Harmati-Pap
- Institute for General and Hungarian Linguistics, HUN-REN Hungarian Research Centre for Linguistics, Budapest, Hungary
| | - Ildikó Tóth
- Sound and Speech Perception Research Group, Institute of Cognitive Neuroscience and Psychology, HUN-REN Research Centre for Natural Sciences, Budapest, Hungary
| | - Bence Kas
- Institute for General and Hungarian Linguistics, HUN-REN Hungarian Research Centre for Linguistics, Budapest, Hungary
- MTA-ELTE Language-Learning Disorders Research Group, Eötvös Loránd University, Bárczi Gusztáv Faculty of Special Needs Education, Budapest, Hungary
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Aija A, Leppänen J, Aarnos L, Hyvönen M, Ståhlberg-Forsén E, Ahlqvist-Björkroth S, Stolt S, Toome L, Lehtonen L. Exposure to the parents' speech is positively associated with preterm infant's face preference. Pediatr Res 2024:10.1038/s41390-024-03239-8. [PMID: 38783114 DOI: 10.1038/s41390-024-03239-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/01/2023] [Revised: 12/05/2023] [Accepted: 12/26/2023] [Indexed: 05/25/2024]
Abstract
BACKGROUND The parents' presence and involvement in neonatal care is a promising approach to improve preterm infants' neurodevelopmental outcomes. We examined whether exposure to the parents' speech is associated with the preterm infant's social-cognitive development. METHODS The study included infants born before 32 gestational weeks in two neonatal units. Each infant's language environment was assessed from 16-hour recordings using Language Environment Analysis (LENA®). Parental presence was assessed with Closeness Diary for 14 days during the hospital stay. Attention to faces and non-face patterns was measured at the corrected age of seven months using an eye-tracking disengagement test. RESULTS A total of 63 preterm infants were included. Infants were less likely to disengage their attention from faces (M = 0.55, SD = 0.26) than non-face patterns (M = 0.24, SD = 0.22), p < 0.001, d = 0.84. Exposure to the parents' speech during the neonatal period was positively correlated with the preference for faces over non-face patterns (rs = 0.34, p = 0.009) and with the preference for parents over unfamiliar faces (rs = 0.28, p = 0.034). CONCLUSION The exposure to the parents' speech during neonatal hospital care is a potential early marker for later social development in preterm infants. IMPACT The exposure to the parents' speech during neonatal intensive care is a potential early marker for optimal social-cognitive development in preterm infants. This is the first study to show an association between parental vocal contact during neonatal intensive care and early social development (i.e., face preference), measured at seven months of corrected age. Our findings suggest that we should pay attention to the parents' vocal contact with their child in the neonatal intensive care unit and identify need for tailored support for face-to-face and vocal contact.
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Affiliation(s)
- Anette Aija
- University of Turku, Turku, Finland.
- Department of Neonatal and Infant Medicine, Tallinn Children's Hospital, Tallinn, Estonia.
| | - Jukka Leppänen
- Department of Psychology and Speech-Language Pathology, University of Turku, Turku, Finland
| | | | | | - Eva Ståhlberg-Forsén
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
| | | | - Suvi Stolt
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
| | - Liis Toome
- Department of Neonatal and Infant Medicine, Tallinn Children's Hospital, Tallinn, Estonia
| | - Liisa Lehtonen
- University of Turku, Turku, Finland
- Department of Pediatrics, Turku University Hospital, Turku, Finland
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Varghese F, Karuppali S. Parental perspectives on the impact of screen time on the language skills of typically developing Indian children. Codas 2024; 36:e20230159. [PMID: 38695437 PMCID: PMC11065402 DOI: 10.1590/2317-1782/20242023159en] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2023] [Accepted: 10/30/2023] [Indexed: 05/04/2024] Open
Abstract
PURPOSE The overuse of screen-based devices results in developmental problems in children. Parents are an integral part of the children's language development. The present study explores the parental perspectives on the impact of screen time on the language skills of typically developing school-going children using a developed questionnaire. METHODS 192 parents of typically developing children between 6 and 10 years of age participated in the study. Phase 1 of the study included the development of a questionnaire targeting the impact of screen devices on language development. The questionnaire was converted into an online survey and was circulated among the parents in Phase 2. Descriptive statistics were performed on the retrieved data and a chi-square test was done to determine the association between the use of screen devices across all language parameters. RESULTS Parents reported television and smartphones to be the most used type of device, with a large proportion of children using screen-based devices for 1-2 hours per day. Most parents reported children prefer watching screens mainly for entertainment purposes, occasionally under supervision, without depending on them as potential rewards. The impact of screen-based devices on language skills has been discussed under the semantics, syntax, and pragmatic aspects of language. CONCLUSION The findings of this study will help identify the existing trends in the usage of screen-based devices by children, thereby identifying potential contributing factors towards language delays. This information will also benefit in parental counselling during the interventional planning of children with language delays.
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Affiliation(s)
- Febha Varghese
- Department of Audiology and Speech Language Pathology, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education - Manipal, India.
| | - Sudhin Karuppali
- Department of Audiology and Speech Language Pathology, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education - Manipal, India.
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De Leeuw S, Delens G, Vanden Brande L, Henrion E, Legros L. Socio-familial environment influence on cognitive and language development in very preterm children. Child Care Health Dev 2024; 50:e13239. [PMID: 38413377 DOI: 10.1111/cch.13239] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Revised: 01/25/2024] [Accepted: 02/06/2024] [Indexed: 02/29/2024]
Abstract
BACKGROUND Preterm children are at increased risk of cognitive and language delay compared with term-born children. While many perinatal factors associated with prematurity are well established, there is limited research concerning the influence of the socio-familial environment on the development of preterm children. This study aims to assess the relative impact of perinatal and socio-familial risk factors on cognitive and language development at 2 years corrected age (CA). METHOD This retrospective cross-sectional study included preterm infants with a gestational age <32 weeks and/or a birth weight <1500 g, who underwent neurodevelopmental assessment at 2 years CA. Cognitive and language scores were assessed using the Bayley Scales of Infant-Toddler Development, third edition. Adjusted odds ratios (aORs) with 95% confidence intervals (CIs) were calculated using a multivariable model to examine the relationship between developmental delays and perinatal and socio-familial factors. RESULT The prevalence of language delay was negatively associated with daycare attendance (aOR: 0.25, 95% CI: 0.07-0.85, p < 0.05) and high maternal educational levels (aOR: 0.24, 95% CI: 0.05-0.93, p < 0.05) and positively associated with bilingual environments (aOR: 5.62, 95% CI: 1.46-24.3, p < 0.05). Perinatal and postnatal risk factors did not show a significant impact on cognitive or language development. CONCLUSION The development of language appears to be more influenced by the socio-familial environment than by early perinatal and postnatal factors associated with prematurity. These findings highlight the importance of considering socio-familial factors in the early identification and intervention of language delay among preterm children.
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Affiliation(s)
- Stéphanie De Leeuw
- Department of Neonatal Intensive Care, CHR Sambre et Meuse, Namur, Belgium
| | - Gilda Delens
- Department of Neonatal Intensive Care, CHR Sambre et Meuse, Namur, Belgium
- Follow-up Center for Preterm Infants, CHR Sambre et Meuse, Namur, Belgium
| | - Laura Vanden Brande
- Follow-up Center for Preterm Infants, CHR Sambre et Meuse, Namur, Belgium
- Department of Pediatric Neurology, Centre Hospitalier Universitaire de Liège, Liège, Belgium
| | - Elisabeth Henrion
- Department of Neonatal Intensive Care, CHR Sambre et Meuse, Namur, Belgium
| | - Ludovic Legros
- Follow-up Center for Preterm Infants, CHR Sambre et Meuse, Namur, Belgium
- Department of Neonatal Intensive Care, CHIREC-Delta Hospital, Brussels, Belgium
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Boboshko MY, Savenko IV, Garbaruk ES, Knyazeva VM, Vasilyeva MJ. Impact of Prematurity on Auditory Processing in Children. PATHOPHYSIOLOGY 2023; 30:505-521. [PMID: 37987307 PMCID: PMC10661290 DOI: 10.3390/pathophysiology30040038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Revised: 10/16/2023] [Accepted: 10/24/2023] [Indexed: 11/22/2023] Open
Abstract
Prematurity is one of the most crucial risk factors negatively affecting the maturation of the auditory system. Children born preterm demonstrate high rates of hearing impairments. Auditory processing difficulties in preterm children might be a result of disturbances in the central auditory system development and/or sensory deprivation due to peripheral hearing loss. To investigate auditory processing in preterm children, we utilized a set of psychoacoustic tests to assess temporal processing and speech intelligibility. A total of 241 children aged 6-11 years old (136 born preterm and 105 healthy full-term children forming the control group) were assessed. The preterm children were divided into three groups based on their peripheral hearing status: 74 normal hearing (NH group); 30 children with bilateral permanent sensorineural hearing loss (SNHL group) and 32 children with bilateral auditory neuropathy spectrum disorder (ANSD group). The results showed significantly worse performance in all tests in premature children compared with full-term children. NH and SNHL groups showed significant age-related improvement in speech recognition thresholds in noise that might signify a "bottom-up" auditory processing maturation effect. Overall, all premature children had signs of auditory processing disorders of varying degrees. Analyzing and understanding the auditory processing specificity in preterm children can positively contribute to the more effective implementation of rehabilitation programs.
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Affiliation(s)
- Maria Y. Boboshko
- Department of Higher Nervous Activity and Psychophysiology, St. Petersburg State University, 199034 St. Petersburg, Russia;
- Laboratory of Hearing and Speech, Pavlov First St. Petersburg State Medical University, 197022 St. Petersburg, Russia; (I.V.S.); (E.S.G.)
| | - Irina V. Savenko
- Laboratory of Hearing and Speech, Pavlov First St. Petersburg State Medical University, 197022 St. Petersburg, Russia; (I.V.S.); (E.S.G.)
| | - Ekaterina S. Garbaruk
- Laboratory of Hearing and Speech, Pavlov First St. Petersburg State Medical University, 197022 St. Petersburg, Russia; (I.V.S.); (E.S.G.)
- Scientific Research Center, St. Petersburg State Pediatric Medical University, 194100 St. Petersburg, Russia
| | - Veronika M. Knyazeva
- Department of Higher Nervous Activity and Psychophysiology, St. Petersburg State University, 199034 St. Petersburg, Russia;
| | - Marina J. Vasilyeva
- Department of Higher Nervous Activity and Psychophysiology, St. Petersburg State University, 199034 St. Petersburg, Russia;
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Shah PE, Hirsh-Pasek K, Spinelli M, Ozor J, Weeks HM, McCaffery H, Kaciroti N. Ecological contexts associated with early childhood curiosity: Neighborhood safety, home and parenting quality, and socioeconomic status. Front Psychol 2023; 14:986221. [PMID: 36925599 PMCID: PMC10011070 DOI: 10.3389/fpsyg.2023.986221] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2022] [Accepted: 02/06/2023] [Indexed: 03/08/2023] Open
Abstract
Introduction Curiosity is an important social-emotional process underlying early learning. Our previous work found a positive association between higher curiosity and higher academic achievement at kindergarten, with a greater magnitude of benefit for children with socioeconomic disadvantage. Because characteristics of the early caregiving and physical environment impact the processes that underlie early learning, we sought to examine early environmental experiences associated with early childhood curiosity, in hopes of identifying modifiable contexts that may promote its expression. Methods Using data from a nationally representative sample of 4,750 children from the United States, this study examined the association of multi-level ecological contexts (i.e., neighborhood safety, parenting quality, home environment, and center-based preschool enrollment) on early childhood curiosity at kindergarten, and tested for moderation by socioeconomic status. Results In adjusted, stratified models, children from lower-resourced environments (characterized by the lowest-SES tertile) manifested higher curiosity if they experienced more positive parenting, higher quality home environments, and if they lived in "very safe" neighborhoods. Discussion We discuss the ecological contexts (i.e., parenting, home, and neighborhood environments) that are promotive of early childhood curiosity, with an emphasis on the role of the neighborhood safety and the "neighborhood built environment" as important modifiable contexts to foster early childhood curiosity in lower-resourced families.
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Affiliation(s)
- Prachi E. Shah
- Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, University of Michigan Medical School, Ann Arbor, MI, United States
- Department of Psychiatry, University of Michigan Medical School, Ann Arbor, MI, United States
| | - Kathy Hirsh-Pasek
- Department of Psychology, Temple University, Philadelphia, PA, United States
| | - Maria Spinelli
- Department of Neuroscience, Imaging and Clinical Science, University Gabriele d’Annunzio Chieti-Pescara, Chieti, Italy
| | - Jenny Ozor
- Department of Public Policy and Government Affairs, CareFirst Blue Cross Blue Shield, Washington, DC, United States
| | - Heidi M. Weeks
- Department of Nutritional Sciences, School of Public Health, University of Michigan, Ann Arbor, MI, United States
| | - Harlan McCaffery
- Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, University of Michigan Medical School, Ann Arbor, MI, United States
| | - Niko Kaciroti
- Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, University of Michigan Medical School, Ann Arbor, MI, United States
- Department of Biostatistics, University of Michigan, Ann Arbor, MI, United States
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Mustonen R, Torppa R, Stolt S. Screen Time of Preschool-Aged Children and Their Mothers, and Children's Language Development. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9101577. [PMID: 36291513 PMCID: PMC9601267 DOI: 10.3390/children9101577] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 10/13/2022] [Accepted: 10/14/2022] [Indexed: 11/07/2022]
Abstract
Although children’s increased screen time has been found to associate with poorer language development, it is open to question which part of language ability screen time specifically associates with. Our aim was to examine the association between children’s screen time (alone and together with a parent), mothers’ screen time, and the different domains of children’s language skills. Mothers reported their children’s (N = 164, aged 2.5 to 4.1 years) screen time and their own on a weekday and a day off. Children’s lexical, phonological, morphological, receptive, and general language abilities were measured using validated tests. The connections between children’s and mothers’ screen time and children’s language skills were analyzed using correlation analyses and linear regression models. The more the children used screen time alone, or the greater the amount of the mothers’ screen time, the weaker the children’s lexical and general language abilities when the children’s age, maternal education level, and birth order were controlled for. We also found cumulative, negative links to the children’s lexical and general language abilities when the amount of their screen time alone and the amount of the mothers’ screen time were simultaneously included in the regression model. The results suggest that it is important to restrict both children’s screen time spent alone and mothers’ screen time.
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Marques A, Santos ME. Oral language of school-aged children born pretermaturely: a population-based analysis from Madeira Island, Portugal. REVISTA DE INVESTIGACIÓN EN LOGOPEDIA 2022. [DOI: 10.5209/rlog.74670] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Premature birth and low birth weight are very important factors in neurodevelopment. Current research in this population focuses on children born prematurely, with no underlying complications in the post-natal period, who are likely to develop specific disorders with their language development and consequently with their learning capabilities too. This study aims to analyse the oral language skills of prematurely born children in comparison to their school-aged peers. The children were assessed in the respective schools, 27 preterm children (16 under 32 weeks and 11 with 32 or more weeks of gestation) and 49 term paired by gender, age, and school year. Tests including simple and complex structures for assessing semantics, morphosyntax, and phonology were used, as well as a test of verbal memory. Preterm born children, regardless of their prematurity grade, showed significantly lower results than their peers, and more than a half of them, 52%, presented low scores in all language tests simultaneously, showing an important language deficit. In contrast, in the term born children group only 14% showed low scores simultaneously in all tests. Verbal memory ability proved to be lower than that of their term peers, regardless of the gestational age and birth weight of preterm children. As a result of this analysis we consider that the evaluation of the linguistic development of these children, even in cases of moderate to late prematurity, should be monitored in order to identify earlier the existence of deficits and prevent psychosocial and learning problems.
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Nelson PM, Scheiber F, Laughlin HM, Demir-Lira ÖE. Comparing Face-to-Face and Online Data Collection Methods in Preterm and Full-Term Children: An Exploratory Study. Front Psychol 2021; 12:733192. [PMID: 34777114 PMCID: PMC8581355 DOI: 10.3389/fpsyg.2021.733192] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 10/08/2021] [Indexed: 11/13/2022] Open
Abstract
The COVID-19 pandemic has transformed the landscape for children's daily lives and the landscape for developmental psychology research. Pandemic-related restrictions have also significantly disrupted the traditional face-to-face methods with which developmental scientists produce research. Over the past year, developmental scientists have published on the best practices for online data collection methods; however, existing studies do not provide empirical evidence comparing online methods to face-to-face methods. In this study, we tested feasibility of online methods by examining performance on a battery of standardized and experimental cognitive assessments in a combined sample of 4- to 5-year-old preterm and full-term children, some of whom completed the battery face-to-face, and some of whom completed the battery online. First, we asked how children's performance differs between face-to-face and online format on tasks related to verbal comprehension, fluid reasoning, visual spatial, working memory, attention and executive functioning, social perception, and numerical skills. Out of eight tasks, we did not find reliable differences on five of them. Second, we explored the role of parent involvement in children's performance in the online format. We did not find a significant effect of parent involvement on children's performance. Exploratory analyses showed that the role of format did not vary for children at risk, specifically children born preterm. Our findings contribute to the growing body of literature examining differences and similarities across various data collection methods, as well as literature surrounding online data collection for continuing developmental psychology research.
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Affiliation(s)
- Paige M. Nelson
- Department of Psychological and Brain Sciences, The University of Iowa, Iowa City, IA, United States
| | - Francesca Scheiber
- Department of Psychological and Brain Sciences, The University of Iowa, Iowa City, IA, United States
| | - Haley M. Laughlin
- Department of Psychological and Brain Sciences, The University of Iowa, Iowa City, IA, United States
| | - Ö. Ece Demir-Lira
- Department of Psychological and Brain Sciences, The University of Iowa, Iowa City, IA, United States
- Delta Center, The University of Iowa, Iowa City, IA, United States
- Iowa Neuroscience Institute, The University of Iowa, Iowa City, IA, United States
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Bogičević L, Verhoeven M, van Baar AL. Exploring predictors at toddler age of distinct profiles of attentional functioning in 6-year-old children born moderate-to-late preterm and full term. PLoS One 2021; 16:e0254797. [PMID: 34324546 PMCID: PMC8320975 DOI: 10.1371/journal.pone.0254797] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2020] [Accepted: 07/05/2021] [Indexed: 12/03/2022] Open
Abstract
OBJECTIVE Examining relationships of toddler abilities in attention, cognitive, motor, and language development, and behavioral problems, with distinct attention profiles at 6 years of age in children born moderate-to-late preterm and full term. METHOD Longitudinal study with a cohort of 88 moderate-to-late preterm and 83 full term born children. At 18 months attention abilities were assessed. At 24 months cognitive, motor, and language development was examined and behavioral problems were screened. At 6 years ten measures of attention were administered, which were used to classify children in one of four attentional functioning profiles (normal attention, overall poorer attention, poorer cognitive attention, and behavioral attention problems). Performance at 18 and 24 months was examined in relation to these four distinct attention profiles, as well as in relation to normal (first profile) versus subaverage attention (second, third, and fourth profiles) using multinomial logistic regressions. RESULTS Orienting and alerting attention, and receptive language were related to distinct attention profiles. Specifically, children with an overall poorer attention profile at 6 years were differentiated by lower orienting attention and receptive language scores at toddler age, while those with a poorer cognitive attention profile showed lower early alerting attention at 18 months. Children with a behavioral attention problems profile at 6 years were differentiated by lower orienting attention but higher alerting attention scores at toddler age. Orienting attention and receptive language, but not alerting attention, at toddler age were related to normal versus subaverage attention, with lower scores predicting subaverage attention. CONCLUSIONS Children at risk of poorer attentional functioning at school-age, expressed in distinct attention profiles, already showed differentiated functioning in attention abilities and in language comprehension as toddlers. Distinguishing distinct attention profiles could be important for future research and clinical practice, as is early monitoring of attention and language abilities in children at risk.
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Affiliation(s)
- Lilly Bogičević
- Child and Adolescent Studies, Utrecht University, Utrecht, Netherlands
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Guarini A, Pereira MP, van Baar A, Sansavini A. Special Issue: Preterm Birth: Research, Intervention and Developmental Outcomes. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18063169. [PMID: 33808585 PMCID: PMC8003421 DOI: 10.3390/ijerph18063169] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [MESH Headings] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/07/2021] [Accepted: 03/16/2021] [Indexed: 11/16/2022]
Affiliation(s)
- Annalisa Guarini
- Department of Psychology "Renzo Canestrari", University of Bologna, 40127 Bologna, Italy
| | - Miguel Pérez Pereira
- Department of Developmental and Educational Psychology, University of Santiago de Compostela, 15782 Santiago, Spain
| | - Anneloes van Baar
- Child and Adolescent Studies, Utrecht University, 3584 CS Utrecht, The Netherlands
| | - Alessandra Sansavini
- Department of Psychology "Renzo Canestrari", University of Bologna, 40127 Bologna, Italy
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