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Advisor(s)
Abstract(s)
Objective: The aim of this study was to examine the association between receptive vocabulary performance and
intellectual quotient (IQ) in preterm born children compared to children born at term.
Method: A total of 72 preschool-age children participated in the study. Participants were divided in four groups:
EG-I, including 20 moderate to late preterm born children; EG-II, comprehending 16 extremely preterm born
children; CG-I and CG-II with correspondingly 20 and 16 children born at term. EG-I and CG-I as well as EG-II
and CG-II groupswere matched according to gender, chronological age, and family SES. The mean age of children
in each group was: EG-I and CG-I: 30.3 months; EG-II and CG-II: 29.1 months. The assessment information was
collected using an anamnesis protocol, the Brazilian criterion of economic classification, the Peabody Picture
Vocabulary Test, and the Stanford-Binet Intelligence Scale.
Results: Mean scores for receptive vocabulary were significantly lower in both preterm groups (EG-I and EG-II)
than in the corresponding matched groups (CG-I and CG-II). However, no significant differences were found
among the preterm groups. Moreover, high correlations between vocabulary and IQ scores were found in both
preterm groups (EG-I and EG-II). In contrast, no significant correlations were found when analyses considered
each group of full-term born children (CG-I and CG-II).
Conclusion: Our findings indicate that prematurity status has an impact on receptive language performance and
on the pattern of relationships between receptive vocabulary and general intellectual functioning.
Description
Keywords
Preterm Child development IQ Vocabulary Child language
Citation
Ribeiro, C. da Costa, Abramides, D. V. M., Fuertes, M. G., Lopes dos Santos, P. N., & Lamônica, D. A. C. (2016). Receptive language and intellectual abilities in preterm children. Early Human Development, 99, 57–60. https://doi.org/10.1016/j.earlhumdev.2016.03.011
Publisher
Elsevier