Lejeune Fleur, Réveillon Morgane, Monnier Maryline, Hüppi Petra S, Borradori Tolsa Cristina, Barisnikov Koviljka
Child Clinical Neuropsychology Unit, Department of Psychology, University of Geneva, Geneva, Switzerland.
Child Clinical Neuropsychology Unit, Department of Psychology, University of Geneva, Geneva, Switzerland; Division of Development and Growth, Department of Child and Adolescent, University Hospital, Geneva, Switzerland.
Early Hum Dev. 2016 Dec;103:49-54. doi: 10.1016/j.earlhumdev.2016.07.010. Epub 2016 Aug 1.
Literature has evidenced behavioral and socio-emotional problems in preterm children, as well as long-term difficulties to establish and maintain social relationships in preterm population. Several studies have shown relations between behavior and social reasoning abilities in typically developing children and adults.
The present study aimed to investigate the social understanding and social reasoning abilities in preterm children aged between 5 and 7years in comparison to their full-term peers.
A social resolution task (SRT) was used to assess abilities to judge, identify and reason about others' behavior in relation to conventional and moral rules knowledge.
102 preterm children and 88 full-term children were included in the study.
Compared with their full-term peers, preterm children exhibited difficulties to understand and reason about inappropriate social behavior, particularly for situations related to the transgression of conventional rules. They used more irrelevant information and exhibited less social awareness when reasoning about the transgression of social rules. The only significant predictor for global SRT and social reasoning scores was the mental processing composite of the K-ABC, but the part of the variance of the SRT that could be explained by the general cognitive abilities was relatively small.
Preterm children demonstrated poorer social knowledge and social reasoning abilities compared with full-term children at early school age. Improving such abilities may reduce behavioral difficulties and peer relationship problems often described in the preterm population. These findings emphasize the need to early identify children at risk for impaired social development.
文献表明早产儿存在行为和社会情感问题，以及在建立和维持社会关系方面存在长期困难。多项研究显示了正常发育儿童和成人的行为与社会推理能力之间的关系。
本研究旨在比较5至7岁早产儿与其足月儿同龄人的社会理解和社会推理能力。
采用社会解决任务（SRT）来评估根据传统和道德规则知识判断、识别和推理他人行为的能力。
102名早产儿和88名足月儿纳入本研究。
与足月儿同龄人相比，早产儿在理解和推理不适当的社会行为方面存在困难，尤其是在涉及违反传统规则的情况下。在推理违反社会规则的行为时，他们使用了更多不相关的信息，表现出的社会意识也较少。K-ABC的心理加工综合得分是全球SRT和社会推理得分的唯一显著预测因素，但一般认知能力能够解释的SRT方差部分相对较小。
与学龄早期的足月儿相比，早产儿的社会知识和社会推理能力较差。提高这些能力可能会减少早产儿群体中常见的行为困难和同伴关系问题。这些发现强调了早期识别社会发展受损风险儿童的必要性。
