Journal article
Social reasoning abilities in preterm and full-term children aged 5-7years.
- Lejeune F Child Clinical Neuropsychology Unit, Department of Psychology, University of Geneva, Geneva, Switzerland.
- Réveillon M Child Clinical Neuropsychology Unit, Department of Psychology, University of Geneva, Geneva, Switzerland; Division of Development and Growth, Department of Child and Adolescent, University Hospital, Geneva, Switzerland.
- Monnier M Follow-up Unit, Division of Neonatology, Department of Pediatrics, University Hospital, Lausanne, Switzerland.
- Hüppi PS Division of Development and Growth, Department of Child and Adolescent, University Hospital, Geneva, Switzerland.
- Borradori Tolsa C Division of Development and Growth, Department of Child and Adolescent, University Hospital, Geneva, Switzerland.
- Barisnikov K Child Clinical Neuropsychology Unit, Department of Psychology, University of Geneva, Geneva, Switzerland. Electronic address: Koviljka.Barisnikov@unige.ch.
- 2016-08-05
Published in:
- Early human development. - 2016
Prematurity
Social knowledge
Social reasoning
Social rules
Case-Control Studies
Child
Child Development
Emotional Intelligence
Female
Humans
Infant, Newborn
Infant, Premature
Male
Social Behavior
Thinking
English
BACKGROUND
Literature has evidenced behavioral and socio-emotional problems in preterm children, as well as long-term difficulties to establish and maintain social relationships in preterm population. Several studies have shown relations between behavior and social reasoning abilities in typically developing children and adults.
AIM
The present study aimed to investigate the social understanding and social reasoning abilities in preterm children aged between 5 and 7years in comparison to their full-term peers.
STUDY DESIGN
A social resolution task (SRT) was used to assess abilities to judge, identify and reason about others' behavior in relation to conventional and moral rules knowledge.
SUBJECTS
102 preterm children and 88 full-term children were included in the study.
RESULTS
Compared with their full-term peers, preterm children exhibited difficulties to understand and reason about inappropriate social behavior, particularly for situations related to the transgression of conventional rules. They used more irrelevant information and exhibited less social awareness when reasoning about the transgression of social rules. The only significant predictor for global SRT and social reasoning scores was the mental processing composite of the K-ABC, but the part of the variance of the SRT that could be explained by the general cognitive abilities was relatively small.
CONCLUSION
Preterm children demonstrated poorer social knowledge and social reasoning abilities compared with full-term children at early school age. Improving such abilities may reduce behavioral difficulties and peer relationship problems often described in the preterm population. These findings emphasize the need to early identify children at risk for impaired social development.
Literature has evidenced behavioral and socio-emotional problems in preterm children, as well as long-term difficulties to establish and maintain social relationships in preterm population. Several studies have shown relations between behavior and social reasoning abilities in typically developing children and adults.
AIM
The present study aimed to investigate the social understanding and social reasoning abilities in preterm children aged between 5 and 7years in comparison to their full-term peers.
STUDY DESIGN
A social resolution task (SRT) was used to assess abilities to judge, identify and reason about others' behavior in relation to conventional and moral rules knowledge.
SUBJECTS
102 preterm children and 88 full-term children were included in the study.
RESULTS
Compared with their full-term peers, preterm children exhibited difficulties to understand and reason about inappropriate social behavior, particularly for situations related to the transgression of conventional rules. They used more irrelevant information and exhibited less social awareness when reasoning about the transgression of social rules. The only significant predictor for global SRT and social reasoning scores was the mental processing composite of the K-ABC, but the part of the variance of the SRT that could be explained by the general cognitive abilities was relatively small.
CONCLUSION
Preterm children demonstrated poorer social knowledge and social reasoning abilities compared with full-term children at early school age. Improving such abilities may reduce behavioral difficulties and peer relationship problems often described in the preterm population. These findings emphasize the need to early identify children at risk for impaired social development.
- Language
-
- English
- Open access status
- closed
- Identifiers
-
- DOI 10.1016/j.earlhumdev.2016.07.010
- PMID 27490664
- Persistent URL
- https://sonar.ch/global/documents/103361
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