Delayed theory of mind development in children born preterm: A longitudinal study

Area of Science:

• Developmental psychology
• Cognitive neuroscience
• Pediatric research

Background:

• Children born preterm face higher risks of developmental delays, particularly in cognitive and social domains.
• Social interaction difficulties in preterm children are evident early and can persist into school age.
• Social-cognitive skills like Theory of Mind are crucial for social acceptance but understudied in preterm populations.

Purpose of the Study:

• To assess and compare the development of Theory of Mind (ToM) in preterm and full-term children over two years.
• To identify potential delays or deficits in ToM abilities among preterm children.

Main Methods:

• Longitudinal study tracking 34 preterm and 38 full-term children.
• Theory of Mind scale administered at ages 3, 4, and 5 years.
• General cognitive development was assessed and controlled for.

Main Results:

• At age 3, preterm children scored lower on ToM than full-term peers.
• By age 5, ToM performance was similar between preterm and full-term children.
• A significant interaction effect indicated a developmental delay, not a deficit, in ToM for preterm children.

Conclusions:

• Preterm children experience a delay in Theory of Mind development that resolves by age 5.
• The underlying mechanisms for this developmental trajectory remain unclear.
• Future research should investigate implicit mental reasoning to understand persistent social interaction issues in preterm children.