Journal article
Motor skills, language development, and visual processing in preterm and full-term infants
Current psychology (New Brunswick, N.J.), Vol.42(15), pp.12463-12475
05/01/2023
DOI: 10.1007/s12144-021-02658-8
Abstract
Language development is intertwined with motor development. This study examined how visual processing might mediate the relation between language development and motor skills in preterm (PT, n = 34, Mean gestational age = 30 weeks) and full-term infants (FT, n = 35, Mean gestational age = 38.9 weeks) at 13 months of age. Infants’ visual processing, fine and gross motor skills were tested using the Mullen Scales of Early Learning. Parents reported on infants’ language skills (word comprehension and early communicative behavior), using the Turkish version of CDI (TCDI). Results showed that PT infants performed worse than their FT peers on gross motor skills and visual processing, but not on language. When controlling for age and neonatal condition (being preterm or not), visual processing mediated the relation between gross motor skills and word comprehension as well as early communicative behavior. However, for fine motor skills, visual processing mediated the relation between fine motor skills and early communicative behavior but not word comprehension. The relations between motor skills and visual processing were more robust for the PT group than the FT group. Following developmental cascades, these findings suggest that motor skills contribute to language development through visual processing. These relations are prominent for preterm infants who have delays in motor skills. PT children’s limited interactions with their environment due to problems in motor skills can be connected to delays in visual processing.
Details
- Title: Subtitle
- Motor skills, language development, and visual processing in preterm and full-term infants
- Creators
- Mert Kobas - Koç UniversityErim KizildereIsil Dogan - Koç UniversityAsli Aktan-Erciyes - Kadir Has UniversityÖ. Ece Demir-Lira - University of IowaIpek Akman - Istanbul Bilim UniversityTilbe Göksun - Koç University
- Resource Type
- Journal article
- Publication Details
- Current psychology (New Brunswick, N.J.), Vol.42(15), pp.12463-12475
- DOI
- 10.1007/s12144-021-02658-8
- ISSN
- 1046-1310
- eISSN
- 1936-4733
- Publisher
- Springer
- Number of pages
- 13
- Grant note
- James S. McDonnell Foundation Scholar Award: 220020510
This work was supported by the James S. McDonnell Foundation Scholar Award (Grant no: 220020510) to Tilbe Goksun. We thank everyone at the Language and Cognition Lab at Koc University for their invaluable contributions to this project. Special thanks to Cerebral Palsy Turkey Metin Sabanc Center for Family Counseling for the institutional support, Dr. Nihan Hande Akcakaya, Banu Bingol, and Rahime Gokboa from Cerebral Palsy Turkey to their support for the project, El Bebek Gul Bebek Foundation for Premature Birth and Gymboree Classes for helping us reach out the families Special thanks to Feyza Nur Dik, pek Bahar Ungan, Merve Duran, ozge Eser, Rengim Lal Klavuz, layda Deringor, and lke Uysal who assisted with data transcription coding, and reliability. We are grateful to the children and parents who participated in the study. The data that support the findings of this study are available from the corresponding author upon reasonable request.
- Language
- English
- Date published
- 05/01/2023
- Description audience
- Academic
- Academic Unit
- Stead Family Department of Pediatrics; Psychological and Brain Sciences; Iowa Neuroscience Institute; Center for Social Science Innovation
- Record Identifier
- 9985090585702771
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