Pearl R, Donahue M
University of Illinois at Chicago, College of Education 60607, USA.
J Pediatr Psychol. 1995 Jun;20(3):363-70. doi: 10.1093/jpepsy/20.3.363.
Examined the development of preterm-born 4 1/2-year-olds who lived in environments free from socioeconomic disadvantages often associated with deleterious outcomes. Beliefs and expectations of their mothers were also assessed. Thirty-two preterm and 41 comparison children and their mothers participated. Results indicated that although the preterm children were performing at or above age norms on most measures, they scored lower than comparison children in receptive vocabulary, syntactic complexity, articulation, and visual-motor skill. In addition, preterm and comparison group mothers differed in some beliefs and expectations. Results suggest that a preterm birth remains a factor in development during the preschool period, even in a social environment most likely to provide compensatory mechanisms for preterm birth.
研究了生活在没有通常与有害后果相关联的社会经济劣势环境中的4岁半早产儿童的发育情况。还评估了他们母亲的信念和期望。32名早产儿童和41名对照儿童及其母亲参与了研究。结果表明，尽管早产儿童在大多数指标上达到或高于年龄标准，但他们在接受性词汇、句法复杂性、发音和视动技能方面的得分低于对照儿童。此外，早产组和对照组的母亲在一些信念和期望上存在差异。结果表明，即使在最有可能为早产提供补偿机制的社会环境中，早产仍然是学龄前儿童发育的一个因素。
