Intelligence and Behavior Problems in 5‐Year‐Olds in Relation to Representational Abilities in the Second Year of Life
Intelligence and Behavior Problems in 5‐Year‐Olds in Relation to Representational Abilities in the Second Year of Life
复制标题
5 岁儿童的智力和行为问题与第二年的表征能力相关
DOI：
10.1097/00004703-198904000-00005
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发表时间：
1989
影响因子：
2.4
通讯作者：
J. Ungerer
中科院分区：
文献类型：
--
作者：
M. Sigman;J. Ungerer
对 20 名早产儿和 20 名足月婴儿在 13 1/2 和 22 个月大时的感觉运动技能、游戏、语言和发育水平进行了评估。在 5 年的随访中，孩子们接受了韦克斯勒学前和小学智力量表 (WIPPSI) 以及视觉运动整合发育测试 (VMI) 的测试。还评估了行为问题。 5岁时，早产儿样本的认知功能出现轻微延迟。 13 1/2 和 22 个月时的发育和语言测量以及 22 个月时的关系游戏最能预测认知结果。 5 岁时有行为问题的儿童与没有问题的儿童在游戏和语言技能方面有所不同。这些数据表明，发展（特别是语言发展）和游戏的衡量标准可以预测以后的认知和行为功能。
Assessments of sensorimotor skill, play, language, and developmental level were administered to 20 preterm and 20 full-term infants during sessions at 13 1/2 and 22 months of age. At 5-year follow-up, children were tested with the Wechsler Preschool and Primary Scale of Intelligence (WIPPSI) and the Developmental Test of Visual-Motor Integration (VMI). Behavior problems were also assessed. At 5 years, the preterm sample showed slight delays in cognitive functioning. Measures of development and language at 13 1/2 and 22 months and relational play at 22 months were most predictive of cognitive outcome. Children with behavior problems at 5 years differed from those without problems in terms of their play and language skills. These data suggest that measures of development, particularly language development, and of play are predictive of later cognitive and behavioral functioning.