Literaturnachweis - Detailanzeige
| Autor/inn/en | Kittler, Phyllis M.; Brooks, Patricia J.; Rossi, Vanessa; Karmel, Bernard Z.; Gardner, Judith M.; Flory, Michael J. |
|---|---|
| Titel | Neonatal Intensive-Care Unit Graduates Show Persistent Difficulties in an Intradimensional Shift Card Sort |
| Quelle | In: Journal of Cognition and Development, 14 (2013) 4, S.633-650 (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1524-8372 |
| DOI | 10.1080/15248372.2012.698433 |
| Schlagwörter | Neonates; Hospitalized Children; Injuries; Neurological Impairments; At Risk Persons; Attention Deficit Hyperactivity Disorder; Mothers; Birth; Body Weight; Educational Attainment; Task Analysis; Executive Function; Games; Prenatal Influences; Preschool Education |
| Abstract | Neonatal intensive-care unit (NICU) graduates, a group at risk for attention problems and attention-deficit hyperactivity disorder, performed an intradimensional shift card sort at 34, 42, 51, and 60 months to assess executive function and to examine effects of individual risk factors. In the "silly" game, children sorted cards (airplanes and dogs) so they were not the same as targets. In the "same" game, they did the opposite. Performance on the "silly" game was poor, especially when it was presented first. Success in following "silly" game rules improved with age and was significantly linked to maternal education and birth weight for gestational age, a measure of intrauterine stress. Degree of central nervous system injury differentiated children who completed the task from children who did not, and it also affected the need to repeat instructions in the "same" game. These results confirm an increased likelihood of impairments in executive function during preschool years in NICU graduates. (As Provided). |
| Anmerkungen | Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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