Skip Navigation

This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Disclaimer
Google Scholar
Right arrow Articles by Sigman, M.
Right arrow Articles by Parmelee, A. H.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Sigman, M.
Right arrow Articles by Parmelee, A. H.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

Journal of Pediatric Psychology 6(1) pp. 1-13, 1981
© 1981 Society of Pediatric Psychology

research-article

Social and Familial Influences on the Development of Preterm Infants1

Marian Sigman1, Saralee E. Cohen, Leila Beckwith and Arthur H. Parmelee

Department of Pediatrics and Psychiatry, University of California Los Angeles, School of Medicine

1All correspondence should be directed to Marian Sigman, Neuropsychiatric Institute, University of California-Los Angeles, 760 Westwood Plaza, Los Angeles, California 90024

The influence of birth order, language background, socioeconomic status, sex of the infant, and caregiver-infant interaction on the developmental competence of 106 preterm infants was assessed at 4, 9, 18, 24, and 25 months of age. The results showed that developmental scores were predominantly influenced by the infant's ordinal position in the family and the nature of the caregiver-infant interactions until 2 years of age. Thus, the influence of preterm birth is modulated by these factors and sociocultural variables in the succeeding months. Differences between infants from varying socioeconomic groups and language background did not emerge until 24 months. The clinical implication is that intervention which affects the nature of the caregiver-infant interaction may indirectly improve the child's development and may prevent some of the cognitive disabilities often associated with preterm birth.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?


This article has been cited by other articles:


Home page
 J Pediatr PsycholHome page
P. J. Miceli, M. C. Goeke-Morey, T. L. Whitman, K. S. Kolberg, C. Miller-Loncar, and R. D. White
Brief Report : Birth Status, Medical Complications, and Social Environment : Individual Differences in Development of Preterm, Very Low Birth Weight Infants
J. Pediatr. Psychol., July 1, 2000; 25(5): 353 - 358.
[Abstract] [Full Text] [PDF]

Home page
 International Journal of Behavioral DevelopmentHome page
M. Kalmar
The Course of Intellectual Development in Preterm and Fullterm Children: An 8-year Longitudinal Study
International Journal of Behavioral Development, September 1, 1996; 19(3): 491 - 516.
[Abstract] [PDF]


Disclaimer:
Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.