Cognitive Development Trajectories of Very Preterm and Typically Developing Children

Autor/inn/en	Mangin, Kathryn S.; Horwood, L. J.; Woodward, Lianne J.
Titel	Cognitive Development Trajectories of Very Preterm and Typically Developing Children
Quelle	In: Child Development, 88 (2017) 1, S.282-298 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12585
Schlagwörter	Neurological Impairments; Cognitive Ability; Premature Infants; At Risk Persons; Age Differences; Children; Comparative Analysis; Intellectual Disability; Cognitive Development; Brain; Socioeconomic Influences; Predictor Variables; Intelligence Tests; Young Children; Wechsler Intelligence Scale for Children; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Neurodegenerative Erkrankung; Denkfähigkeit; Frühgeburt; Risikogruppe; Age; Difference; Age difference; Altersunterschied; Child; Kind; Kinder; Intellect; Disability; Disabilities; Verstand; Behinderung; Kognitive Entwicklung; Gehirn; Sozioökonomischer Faktor; Prädiktor; Intelligence test; Intelligenztest; Frühe Kindheit
Abstract	Cognitive impairment is common among children born very preterm (VPT), yet little is known about how this risk changes over time. To examine this issue, a regional cohort of 110 VPT (= 32 weeks gestation) and 113 full-term (FT) born children was prospectively assessed at ages 4, 6, 9, and 12 years using the Wechsler Preschool and Primary Scale of Intelligence-Revised and then Wechsler Intelligence Scale for Children, 4th ed. At all ages, VPT children obtained lower scores than their FT born peers (p < 0.001). Growth curve modeling revealed stable cognitive trajectories across both groups. Neonatal white matter abnormalities and family socioeconomic adversity additively predicted cognitive risk. Despite some intraindividual variability, cognitive functioning of typically developing and high-risk VPT children was stable and influenced by early neurological development and family rearing context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01