Maternal intelligence quotient (IQ) predicts IQ and language in very preterm children at age 5 years / Rachel E. LEAN in Journal of Child Psychology and Psychiatry, 59-2 (February 2018)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 59-2 (February 2018) . - p.150-159 Titre : Maternal intelligence quotient (IQ) predicts IQ and language in very preterm children at age 5 years Type de document : Texte imprimé et/ou numérique Auteurs : Rachel E. LEAN, Auteur ; Rachel A. PAUL, Auteur ; Christopher D. SMYSER, Auteur ; Cynthia E. ROGERS, Auteur Article en page(s) : p.150-159 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Sociodemographic factors are linked to cognitive outcomes in children born very preterm (VPT; ?30 weeks gestation). The influence of maternal intellectual ability, a heritable trait, is unknown. Also undetermined is the extent to which associations between maternal and child intellectual ability vary according to parenting behaviors that target cognitive stimulation in the home. Methods At age 5 years, 84 VPT and 38 demographically matched full?term (FT) children underwent neurodevelopmental assessment. Children's intellectual ability was assessed using The Wechsler Preschool Primary Scale of Intelligence?III, and language was assessed with the Clinical Evaluation of Language Fundamentals Preschool?2. The Wechsler Test of Adult Reading estimated maternal intellectual ability. The StimQ?Preschool questionnaire provided a measure of cognitive stimulation in the home. Linear mixed?effects models examined independent effects and interactions between maternal intellectual ability and cognitive stimulation on children's outcomes. Results After covariate adjustment, maternal intellectual ability was associated with child intellectual (p < .001) and language (p = .002) abilities. Stronger associations were observed in FT mother–child dyads (B = .63, p = .04) than VPT dyads (B = .42, p = .01). Mothers of VPT children reported lower levels of Parental Involvement in Developmental Advance (p = .007) and Parental Verbal Responsiveness (p = .04). Group differences in Parental Involvement in Developmental Advance, but not Parental Verbal Responsivity, persisted after adjusting for social background (p = .03). There was no evidence of an interaction between maternal intellectual ability and Parental Involvement in Developmental Advance (p = .34). Instead, maternal intellectual ability (p < .001) and Parental Involvement in Developmental Advance (p = .05) independently predicted VPT children's outcomes. Conclusions Maternal intellectual ability is an important trait linked to VPT and FT children's intellectual and language outcomes. Prematurity increases variation in the heritability of intellectual ability and shifts children from the expected range based on maternal ability. Parental involvement in activities that help children master new skills may promote cognitive development in VPT children born to mothers of lower intellectual ability. En ligne : https://doi.org/10.1111/jcpp.12810 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Maternal intelligence quotient (IQ) predicts IQ and language in very preterm children at age 5 years [Texte imprimé et/ou numérique] / Rachel E. LEAN, Auteur ; Rachel A. PAUL, Auteur ; Christopher D. SMYSER, Auteur ; Cynthia E. ROGERS, Auteur . - p.150-159. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 59-2 (February 2018) . - p.150-159 Index. décimale : PER Périodiques Résumé : Background Sociodemographic factors are linked to cognitive outcomes in children born very preterm (VPT; ?30 weeks gestation). The influence of maternal intellectual ability, a heritable trait, is unknown. Also undetermined is the extent to which associations between maternal and child intellectual ability vary according to parenting behaviors that target cognitive stimulation in the home. Methods At age 5 years, 84 VPT and 38 demographically matched full?term (FT) children underwent neurodevelopmental assessment. Children's intellectual ability was assessed using The Wechsler Preschool Primary Scale of Intelligence?III, and language was assessed with the Clinical Evaluation of Language Fundamentals Preschool?2. The Wechsler Test of Adult Reading estimated maternal intellectual ability. The StimQ?Preschool questionnaire provided a measure of cognitive stimulation in the home. Linear mixed?effects models examined independent effects and interactions between maternal intellectual ability and cognitive stimulation on children's outcomes. Results After covariate adjustment, maternal intellectual ability was associated with child intellectual (p < .001) and language (p = .002) abilities. Stronger associations were observed in FT mother–child dyads (B = .63, p = .04) than VPT dyads (B = .42, p = .01). Mothers of VPT children reported lower levels of Parental Involvement in Developmental Advance (p = .007) and Parental Verbal Responsiveness (p = .04). Group differences in Parental Involvement in Developmental Advance, but not Parental Verbal Responsivity, persisted after adjusting for social background (p = .03). There was no evidence of an interaction between maternal intellectual ability and Parental Involvement in Developmental Advance (p = .34). Instead, maternal intellectual ability (p < .001) and Parental Involvement in Developmental Advance (p = .05) independently predicted VPT children's outcomes. Conclusions Maternal intellectual ability is an important trait linked to VPT and FT children's intellectual and language outcomes. Prematurity increases variation in the heritability of intellectual ability and shifts children from the expected range based on maternal ability. Parental involvement in activities that help children master new skills may promote cognitive development in VPT children born to mothers of lower intellectual ability. En ligne : https://doi.org/10.1111/jcpp.12810 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Socioeconomic disadvantage and parental mood/affective problems links negative parenting and executive dysfunction in children born very preterm / Rachel E. LEAN in Development and Psychopathology, 35-3 (August 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-3 (August 2023) . - p.1092-1107 Titre : Socioeconomic disadvantage and parental mood/affective problems links negative parenting and executive dysfunction in children born very preterm Type de document : Texte imprimé et/ou numérique Auteurs : Rachel E. LEAN, Auteur ; Emily D. GERSTEIN, Auteur ; Tara A. SMYSER, Auteur ; Christopher D. SMYSER, Auteur ; Cynthia E. ROGERS, Auteur Article en page(s) : p.1092-1107 Langues : Anglais (eng) Mots-clés : executive function  parenting  poverty  prematurity Index. décimale : PER Périodiques Résumé : Poverty increases the risk of poorer executive function (EF) in children born full-term (FT). Stressors associated with poverty, including variability in parenting behavior, may explain links between poverty and poorer EF, but this remains unclear for children born very preterm (VPT). We examine socioeconomic and parental psychosocial adversity on parenting behavior, and whether these factors independently or jointly influence EF in children born VPT. At age five years, 154 children (VPT = 88, FT = 66) completed parent-child interaction and EF tasks. Parental sensitivity, intrusiveness, cognitive stimulation, and positive and negative regard were coded with the Parent-Child Interaction Rating Scale. Socioeconomic adversity spanned maternal demographic stressors, Income-to-Needs ratio, and Area Deprivation Index. Parents completed measures of depression, anxiety, inattention/hyperactivity, parenting stress, and social-communication interaction (SCI) problems. Parental SCI problems were associated with parenting behavior in parents of children born VPT, whereas socioeconomic adversity was significant in parents of FT children. Negative parenting behaviors, but not positive parenting behaviors, were related to child EF. This association was explained by parental depression/anxiety symptoms and socioeconomic adversity. Results persisted after adjustment for parent and child IQ. Findings may inform research on dyadic interventions that embed treatment for parental mood/affective symptoms and SCI problems to improve childhood EF. En ligne : http://dx.doi.org/10.1017/S0954579421000961 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 [article] Socioeconomic disadvantage and parental mood/affective problems links negative parenting and executive dysfunction in children born very preterm [Texte imprimé et/ou numérique] / Rachel E. LEAN, Auteur ; Emily D. GERSTEIN, Auteur ; Tara A. SMYSER, Auteur ; Christopher D. SMYSER, Auteur ; Cynthia E. ROGERS, Auteur . - p.1092-1107. Langues : Anglais (eng) in Development and Psychopathology > 35-3 (August 2023) . - p.1092-1107 Mots-clés : executive function  parenting  poverty  prematurity Index. décimale : PER Périodiques Résumé : Poverty increases the risk of poorer executive function (EF) in children born full-term (FT). Stressors associated with poverty, including variability in parenting behavior, may explain links between poverty and poorer EF, but this remains unclear for children born very preterm (VPT). We examine socioeconomic and parental psychosocial adversity on parenting behavior, and whether these factors independently or jointly influence EF in children born VPT. At age five years, 154 children (VPT = 88, FT = 66) completed parent-child interaction and EF tasks. Parental sensitivity, intrusiveness, cognitive stimulation, and positive and negative regard were coded with the Parent-Child Interaction Rating Scale. Socioeconomic adversity spanned maternal demographic stressors, Income-to-Needs ratio, and Area Deprivation Index. Parents completed measures of depression, anxiety, inattention/hyperactivity, parenting stress, and social-communication interaction (SCI) problems. Parental SCI problems were associated with parenting behavior in parents of children born VPT, whereas socioeconomic adversity was significant in parents of FT children. Negative parenting behaviors, but not positive parenting behaviors, were related to child EF. This association was explained by parental depression/anxiety symptoms and socioeconomic adversity. Results persisted after adjustment for parent and child IQ. Findings may inform research on dyadic interventions that embed treatment for parental mood/affective symptoms and SCI problems to improve childhood EF. En ligne : http://dx.doi.org/10.1017/S0954579421000961 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510

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