Related Experiment Video

Updated: Jul 29, 2025

Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale
19:15

Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale

Published on: August 25, 2014

86.1K

Parental cognitive stimulation in preterm-born children's neurocognitive functioning during the preschool years: a

Paige M Nelson1, Ö Ece Demir-Lira2,3,4,5

  • 1Department of Psychological and Brain Sciences, University of Iowa, Iowa city, IA, USA. paige-nelson@uiowa.edu.

Pediatric Research
|May 25, 2023
PubMed

Insights

Parental cognitive stimulation significantly impacts neurocognitive outcomes in preterm infants. Early language skills in these children may be particularly influenced by the quality and quantity of cognitive stimulation they receive.

Area of Science:

  • Developmental Psychology
  • Pediatric Neurodevelopment
  • Environmental Influences on Child Development

Background:

  • Neonatal survival rates for preterm infants (<37 weeks gestation) have increased, yet these children often exhibit poorer neurocognitive performance compared to full-term peers (≥39 weeks gestation).
  • Existing biological models for predicting neurocognitive outcomes in preterm infants have shown limited success, emphasizing the need to investigate environmental factors.
  • Parental cognitive stimulation is a key environmental factor that may influence neurocognitive development in preterm-born children.

Approach:

  • A systematic review of the literature was conducted to examine the relationship between parental cognitive stimulation and neurocognitive outcomes in preterm-born children.
  • Studies were included if they involved preterm infants, measured parental cognitive stimulation, and assessed child neurocognitive performance.
  • Relevant databases included PubMed, PsychINFO, CINAHL, ProQuest, and Scopus, yielding eight studies with 44 unique associations.

Key Points:

  • Findings indicate that preterm-born children's language skills may be responsive to various qualitative and quantitative aspects of parental cognitive stimulation.
  • The review highlights a significant association between parental cognitive stimulation and the neurocognitive performance of preterm-born children.
  • Specific features of cognitive stimulation, such as interactive reading and responsive communication, are crucial for development.

Conclusions:

  • Parental cognitive stimulation is a critical factor influencing neurocognitive development in preterm-born children.
  • Intervention and prevention strategies should consider the role of cognitive stimulation to support at-risk children, especially during the transition to formal schooling.
  • Future research should explore the mechanistic pathways through which cognitive stimulation affects neurocognitive outcomes in this population.

More Related Videos

Clinical Practice Protocol of Creative Music Therapy for Preterm Infants and Their Parents in the Neonatal Intensive Care Unit11:50

Clinical Practice Protocol of Creative Music Therapy for Preterm Infants and Their Parents in the Neonatal Intensive Care Unit

Published on: January 7, 2020

26.6K
P50 Sensory Gating in Infants12:55

P50 Sensory Gating in Infants

Published on: December 26, 2013

9.3K

Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
81
Environmental Influences on Intelligence01:29

Environmental Influences on Intelligence

Despite the strong genetic influence on traits like intelligence, environmental factors significantly shape outcomes. For example, while over 90% of height variation is due to genetic differences, environmental factors such as nutrition also have a notable impact. Similarly, for intelligence, changes in a child's surroundings can significantly alter their IQ. Research shows that enriched environments boost children's academic success and help them develop key cognitive skills. Children...
371
The Nativist Approach01:21

The Nativist Approach

The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
92
Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
682
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
124