Cognitive development and socio-emotional competencies in premature children with different attachment representations

被引:6
|
作者
Hampel, Petra
Kropf, Verena
Dikici, Saniye
Koenig, Lilith
Gloger-Tippelt, Gabriele
Petermann, Franz
机构
[1] Univ Bremen, Zentrum Klin Psychol & Rehabil, D-28359 Bremen, Germany
[2] Univ Dusseldorf, Lehrstuhl Entwicklungspsychol & Padagog Psychol, D-40225 Dusseldorf, Germany
来源
KINDHEIT UND ENTWICKLUNG | 2007年 / 16卷 / 04期
关键词
prematurity; attachment; cognitive development; socio-emotional competence; developmental assessment;
D O I
10.1026/0942-5403.16.4.220
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
The effects of quality of attachment on cognitive and socio-emotional skills among preterm and term preschool children were examined. In total, n = 29 children aged 5 - 6 years participated in this study, which was based on a two-factor design with the independent factors "birthtime" (prematurely born children < 2000 g vs. term children > 2600 g) and "styles of attachment" (secure vs. insecure attachment). The styles of attachment were assessed by the German Attachment Story Completion Task (GEV-B). Cognitive performance and socio-emotional skills were assessed by the developmental test ET 6-6 for children aged from 6 months to 6 years; emotional competence was measured by the "photo album" subtest of the Vienna Developmental Test (WET). Preterm children scored significantly lower on dimensions of cognitive performance (planning, categorization). Moreover, they achieved poorer results in the "digit span" and "drawing" subtests compared to term children. Finally, social behavior of prematurely born children was rated marginally lower by their care givers compared with term children. With regard to attachment, compared with secure children, insecure children had a marginally lower performance in interpreting facial expressions. The results underline the important impact of prematurity especially on cognitive performance.
引用
收藏
页码:220 / 228
页数:9
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