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Query: UMLS:C0728731 (prematurity)
 7,134 document(s) hit in 31,850,051 MEDLINE articles (0.00 seconds)

Preterm birth (< 37 gestational weeks) is associated with long-term risks for health and neurodevelopment, but recently, studies have also started exploring how preterm birth affects early language development in the 1st year of life. Because the timing and quality of auditory and visual input is very different for preterm versus full-term infants, audiovisual speech perception in early development may be particularly sensitive to preterm birth. We tested extremely preterm to late preterm infants at 8 months postnatal age (28 to 36 weeks of gestation), as well as 2 full-term comparison groups with similar postnatal (8 months) and maturational (6 months) ages, on visual scanning of a video showing a French-English bilingual woman speaking in the infants' native language (French) and a nonnative language (English). Preterm infants showed similar scanning patterns for both languages, failing to differentiate between native and nonnative languages in their looking, unlike both groups of full-term infants, who looked more to the eyes than the mouth for the native language compared with the nonnative language. No clear relationship between scanning patterns and degree of prematurity was found. These findings are the first to show that audiovisual speech perception is affected in even later-born preterm infants, thus identifying a particularly sensitive deficit in early speech processing. Further research will need to investigate how preterms' special vulnerability in audiovisual speech processing may contribute to the other language difficulties found in these populations. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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PMID:Visual scanning of a talking face in preterm and full-term infants. 3107 Apr 35

Recent studies indicate that premature children are at risk for difficulties with cognitive development and have increased incidence of ADHD as well as other behavioral disorders. Although the exact mechanism accounting for these children's neuropsychological abnormalities is unknown, there is evidence to suggest that the cognitive and behavioral disturbances seen in this population may result from a slower development of the attentional system. However, it remains unclear whether prematurity affects the development of the entire attention system or if prematurely born children have a selective insufficiency of components of this system (i.e., orienting, alerting, executive). We compared the efficiency of the attentional system of very prematurely born children and full-term controls at 5 years of age, using the Attention Network Task-Child Version. In comparison to full-term peers, very preterm children exhibited inefficient orienting of attention, whereas there was no group difference in the efficiency of alerting and executive aspects of attention. The reason for the selectively suboptimal orienting of attention in very prematurely born preschoolers remains unclear; it is possible that the neural substrates of this attentional subsystem are particularly underdeveloped in the preschool period in this cohort. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
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PMID:Attentional system of very prematurely born preschoolers. 3176 66

Parental mentalization refers to parents' capacity to treat their children as having minds of their own and consider the mental states underlying their behaviors. This study examined the roles of mothers' executive functions (EFs), a group of processes supporting self-regulation, in 2 aspects of parental mentalization-spontaneity as measured by mind-mindedness (MM), and complexity as measured by parental reflective functioning (PRF)-while examining child- and family related contextual-moderators. Ninety-nine mothers of 66-month-old preschool children (40 full-term, 59 preterm) completed EFs tasks, were interviewed regarding their child and coparenting, and rated their perception of their child as being difficult (i.e., difficult behavior and negative emotionality). EFs were unrelated to MM. However, EFs were related to PRF when children were rated as more difficult, and when mothers reported high coparenting dissatisfaction; moreover, EFs and PRF were associated among mothers of full-term children, but not in the preterm group. Findings indicate that EFs contribute to the complexity and coherence of maternal mentalization, especially in contexts in which regulation is required for being able to consider the child's mind (difficult child, coparenting dissatisfaction), but not in stressful contexts that are likely to elicit automaticity (prematurity). EFs, however, do not seem to contribute to spontaneous attribution of mental states to the child, when complexity is not considered. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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PMID:When do mothers' executive functions contribute to their representations of their child's mind? A contextual view on parental reflective functioning and mind-mindedness. 3233 33