Prematurity may negatively impact means-end problem solving across the first two years of life

Andrea Baraldi Cunha; Iryna Babik; Samantha M Ross; Samuel W Logan; James C Galloway; Erika Clary; Michele A Lobo

doi:10.1016/j.ridd.2018.03.007

Prematurity may negatively impact means-end problem solving across the first two years of life

Res Dev Disabil. 2018 Oct:81:24-36. doi: 10.1016/j.ridd.2018.03.007. Epub 2018 Mar 31.

Authors

Andrea Baraldi Cunha¹, Iryna Babik¹, Samantha M Ross², Samuel W Logan², James C Galloway³, Erika Clary¹, Michele A Lobo⁴

Affiliations

¹ Biomechanics & Movement Science Program, Department of Physical Therapy, University of Delaware, Newark, DE, USA.
² College of Public Health and Human Sciences, Oregon State University, Corvallis, OR, USA.
³ Biomechanics & Movement Science Program, Department of Physical Therapy, University of Delaware, Newark, DE, USA; Department of Psychology, University of Delaware, Newark, DE, USA.
⁴ Biomechanics & Movement Science Program, Department of Physical Therapy, University of Delaware, Newark, DE, USA. Electronic address: malobo@udel.edu.

Abstract

Preterm infants are at risk for delays in motor, perceptual, and cognitive development. While research has shown preterm infants may exhibit learning delays in the first months of life, these delays are commonly under-diagnosed. The purpose of this study was to longitudinally evaluate behavioral performance and learning in two means-end problem-solving tasks for 30 infants born preterm (PT) and 23 born full-term (FT). Infants were assessed at 6, 9, 12, 18, and 24 months-old in tasks that required towel pulling or turntable rotation to obtain a distant object. PT infants performed more non-goal-directed and less goal-directed behavior than FT infants throughout the study, resulting in a lower success rate among PT infants. PT infants showed delayed emergence of intentionality (prevalence of goal-directed behaviors) compared to FT infants in both tasks. Amount and variability of behavioral performance significantly correlated with task success differentially across age. The learning differences documented between PT and FT infants suggest means-end problem-solving tasks may be useful for the early detection of learning delays. The identification of behaviors associated with learning and success across age may be used to guide interventions aimed at advancing early learning for infants at risk.

Keywords: Exploration; Infant; Learning; Means-end problem solving; Preterm.

MeSH terms

Child Development*
Cognition*
Early Diagnosis
Early Intervention, Educational
Female
Humans
Infant
Infant Behavior*
Infant, Newborn
Infant, Premature* / growth & development
Infant, Premature* / psychology
Learning Disabilities* / diagnosis
Learning Disabilities* / etiology
Longitudinal Studies
Male
Mental Status and Dementia Tests
Problem Solving*

Abstract

MeSH terms

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