Slykerman R F, Thompson J M D, Pryor J E, Becroft D M O, Robinson E, Clark P M, Wild C J, Mitchell E A
Department of Paediatrics, University of Auckland, Private Bag 92019, Auckland, New Zealand.
Early Hum Dev. 2005 Oct;81(10):815-21. doi: 10.1016/j.earlhumdev.2005.05.005. Epub 2005 Jul 14.
Despite some research suggesting maternal stress may be associated with cognitive impairment in preschool children, there has been little direct investigation of the association between maternal stress, social support and children's intelligence.
To determine whether maternal stress and social support during pregnancy and during the child's early years of life are associated with the intelligence test performance of preschool children.
Five hundred and fifty European mothers and children enrolled in the Auckland Birthweight Collaborative Study at birth were interviewed when the child was 3 1/2 years of age.
All children were full term gestation and approximately half the sample were small for gestational age at birth (SGA = birthweight < or = 10th percentile).
The cognitive ability of children aged 3 1/2 years was assessed using the Stanford Binet Intelligence Scale 4th Edition.
In the total sample, maternal stress and lack of social support during pregnancy were significantly associated with lower intelligence test scores of children. In the group of SGA children, maternal stress post pregnancy was significantly associated with lower intelligence test scores in children. There is evidence that for some children the presence of good social support for mothers may reduce the negative effects of maternal stress on children's cognitive development.
Maternal stress and lack of social support appear to be associated with lower intelligence test scores of preschool children. Social support may attenuate some of the negative effects of maternal stress on intelligence in children born small for gestational age.
尽管一些研究表明母亲的压力可能与学龄前儿童的认知障碍有关，但对于母亲压力、社会支持与儿童智力之间的关联，几乎没有直接的调查。
确定孕期和儿童早年生活期间母亲的压力和社会支持是否与学龄前儿童的智力测试表现相关。
对550名欧洲母亲及其孩子进行研究，这些母亲和孩子在出生时参加了奥克兰出生体重合作研究，当孩子3岁半时对她们进行访谈。
所有孩子均为足月妊娠，样本中约一半孩子出生时为小于胎龄儿（SGA = 出生体重≤第10百分位数）。
使用斯坦福-比奈智力量表第4版评估3岁半儿童的认知能力。
在总样本中，孕期母亲的压力和缺乏社会支持与孩子较低的智力测试分数显著相关。在小于胎龄儿组中，产后母亲的压力与孩子较低的智力测试分数显著相关。有证据表明，对于一些孩子来说，母亲获得良好的社会支持可能会减少母亲压力对孩子认知发展的负面影响。
母亲的压力和缺乏社会支持似乎与学龄前儿童较低的智力测试分数有关。社会支持可能会减轻母亲压力对小于胎龄儿智力的一些负面影响。
