Journal article
Narratives of preterm and full‐term preschool‐aged children: Analyses of different narrative dimensions
British journal of developmental psychology, Vol.43(4), pp.817-833
11/2025
DOI: 10.1111/bjdp.12555
PMCID: PMC12505831
PMID: 40091447
Abstract
Preterm birth increases the likelihood of early language and cognitive delays, but less is known about later aspects of language development, such as narrative generation. Narrative skills involve dimensions, such as linguistic and narrative complexity, and preterm (PT) and full‐term (FT) children's narrative performances may vary across these dimensions. We investigated the role of neonatal status on the total number of words produced, linguistic complexity, and narrative complexity across two presentation modes: narrative generation while seeing pictures and narrative generation after watching an animated video. Seventy‐one Turkish‐reared preschool‐aged children (31 PT [ M age = 48.70, SD = 1.53] and 40 FT [ M age = 48.83, SD = 1.63]) participated in the study. Despite having lower expressive vocabulary skills (assessed by a standardized task) than full‐term children, preterm children performed comparably in both picture and animated video‐stories, except PT children tended to produce longer narratives in the picture story, possibly due to the different demand characteristics of the tasks. Overall, our findings support the possibility of interacting factors that may help PT children overcome challenges in narrative development.
Details
- Title: Subtitle
- Narratives of preterm and full‐term preschool‐aged children: Analyses of different narrative dimensions
- Creators
- İbrahim Akkan - Koç UniversityŞeref Can Esmer - Yale UniversityIşıl Doğan - University of California, DavisAslı Aktan-Erciyes - Kadir Has UniversityÖ. Ece Demir-Lira - University of IowaTilbe Göksun - Koç University
- Resource Type
- Journal article
- Publication Details
- British journal of developmental psychology, Vol.43(4), pp.817-833
- DOI
- 10.1111/bjdp.12555
- PMID
- 40091447
- PMCID
- PMC12505831
- NLM abbreviation
- Br J Dev Psychol
- ISSN
- 0261-510X
- eISSN
- 2044-835X
- Publisher
- WILEY
- Grant note
- James S. McDonnell Foundation
James S. McDonnell Foundation
- Language
- English
- Electronic publication date
- 03/16/2025
- Date published
- 11/2025
- Academic Unit
- Stead Family Department of Pediatrics; Psychological and Brain Sciences; Iowa Neuroscience Institute; Center for Social Science Innovation
- Record Identifier
- 9984801669202771
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