Executive Function in Infants and Toddlers Born Low Birth Weight and Preterm

Autor/inn/en	Blasco, Patricia M.; Acar, Serra; Guy, Sybille; Saxton, Sage; Duvall, Susanne; Morgan, George
Titel	Executive Function in Infants and Toddlers Born Low Birth Weight and Preterm
Quelle	In: Journal of Early Intervention, 42 (2020) 4, S.321-337 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blasco, Patricia M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815120921946
Schlagwörter	Premature Infants; Body Weight; At Risk Persons; Child Development; Executive Function; Attention; Planning; Short Term Memory; Inhibition; Individual Characteristics; Bayley Scales of Infant Development + Suchen Sie Ihr Suchwort? Frühgeburt; Körpergewicht; Risikogruppe; Kindesentwicklung; Aufmerksamkeit; Ablaufplanung; Planungsprozess; Kurzzeitgedächtnis; Hemmung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	Infants born low birth weight (LBW) and preterm were evaluated in a high-risk follow-up clinic and compared with infants born full term. A multivariate linear model was used to examine the overall differences on Bayley Scales of Infant Toddler Development (BSID-III) among three groups: full term, heavy LBW (<2,500 g [greater than or equal to] 2,000 g), light LBW (<2,000 g). Results indicated no significant differences in BSID-III scores between the groups. The BSID-III was used to extrapolate indicators of executive function (EF) components. Dimensions of Mastery Motivation (DMQ 18) was correlated with the EF components. Findings showed that both LBW groups scored significantly lower than the full-term group on the EF components which include attention, plan/organize, working memory, and inhibit. Implications for research is discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01