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Biological and environmental influen...

Winans, Sandra L.

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Biological and environmental influences on the verbal and nonverbal development of preterm children.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Biological and environmental influences on the verbal and nonverbal development of preterm children./
作者:	Winans, Sandra L.
面頁冊數:	112 p.
附註:	Adviser: Bob McPherson.
Contained By:	Dissertation Abstracts International63-06A.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3056482
ISBN:	0493714375

Biological and environmental influences on the verbal and nonverbal development of preterm children.
Winans, Sandra L.

Biological and environmental influences on the verbal and nonverbal development of preterm children. - 112 p.

Adviser: Bob McPherson.

Thesis (Ph.D.)--University of Houston, 2002.

Findings demonstrate the need to continue to examine the developmental outcome of premature children as they age into their later childhood and adolescent years and to closely examine the role of parent-child interaction in these outcomes.

ISBN: 0493714375Subjects--Topical Terms:

1017530
Education, Early Childhood.

Biological and environmental influences on the verbal and nonverbal development of preterm children.
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502 $a Thesis (Ph.D.)--University of Houston, 2002.
520 $a Findings demonstrate the need to continue to examine the developmental outcome of premature children as they age into their later childhood and adolescent years and to closely examine the role of parent-child interaction in these outcomes.
520 $a Growth curve modeling was used to examine the development of verbal and nonverbal problem solving skills and the extent to which level of biological risk and/or specific environmental variables influenced this development at four time points for groups of premature and full term children.
520 $a Groups of full-term (n = 111) and preterm children (n = 192) were included in order to evaluate the effects of prematurity on subsequent developmental outcomes. As hypothesized, results of the growth curve modeling analysis showed that all of the children in this predominately low-income sample displayed low verbal and nonverbal scores, with verbal scores being significantly weaker for all three groups. Results examining biological influence showed that risk level was an important factor in children's verbal and nonverbal skill development at one point in time, but was not important in determining rate of change or changes in the rates of change of any of the groups. Specifically, high-risk children scored significantly lower than both low-risk and full term children on both verbal and nonverbal tests. The low-risk children scored significantly lower than the full term group on the nonverbal measure, but did not differ from the full term group on the verbal measure.
520 $a Results examining environmental influences found that higher levels of scaffolding did not significantly impact the scores for the high-risk group, and differentially impacted the scores of the low-risk and full term groups. Regarding rate of change, increased levels of scaffolding were positively related to growth of nonverbal skills for the low-risk group, and negatively related to growth of nonverbal skills for the full term group. As expected, higher levels of directiveness related to lower verbal and nonverbal scores for all three risk groups, although the relation was stronger for the high-risk children.
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