Abstract
Early receptive and productive language skills were examined for preterm low birthweight infants and full-term normal birthweight infants from middle-class homes. Nineteen preterm infants and 19 full-term infants were observed in a laboratory setting at the gestationally corrected age of 8 months. To avoid the frequent confound between prematurity and low socioeconomic status, mothers of the two groups of infants were matched on educational levels. Regression analyses were used to assess the relative influence of infant cognitive skills, infant sociability, infant birth status, and the mothers' language input as possible predictors of infant receptive language and vocal behavior. Receptive language skills were associated with higher cognitive performance, greater sociability, and preterm birth. Productive language skills were associated with higher cognitive performance. On the basis of this research, the prognosis for language development in preterm infants raised in middle-class homes appears to be excellent.
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This research was aided by Social and Behavioral Sciences Research grant No. 12-11 from the March of Dimes Birth Defects Foundation and supported by DHHS Grant HD03352. Computing was provided by the Waisman Center Computing Facility at the University of Wisconsin-Madison. Donna Boylan, Sue DaPra, Maria Kleczewski, Michal Rubin, Susan Silverber, and Paula VanLaanan assisted with data collection.
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Stevenson, M.B., Roach, M.A., Leavitt, L.A. et al. Early receptive and productive language skills in preterm and full-term 8-month-old infants. J Psycholinguist Res 17, 169–183 (1988). https://doi.org/10.1007/BF01067070
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DOI: https://doi.org/10.1007/BF01067070