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Social-cognitive Development in Infants Born Preterm
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Social-cognitive Development in Infants Born Preterm. |
| 개인저자 | Fenoglio, Angela. |
| 단체저자명 | University of Minnesota. Psychology. |
| 발행사항 | [S.l.]: University of Minnesota., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 98 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-05B. Dissertation Abstract International |
| ISBN | 9781687985385 |
| 학위논문주기 | Thesis (Ph.D.)--University of Minnesota, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-05, Section: B.
Advisor: Elison, Jed T. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | Preterm birth is associated with an increased risk of adverse neurologic, psychiatric, and cognitive outcomes. The brain circuits involved in processing social information are critical to all of these domains, but little work has been done to examine whether and how these circuits may be especially sensitive to prematurity. This paper contains a brief summary of some of the adverse outcomes associated with prematurity, a review of studies of structural and functional brain development in preterm infants, and a description of findings from the modest body of research into social-cognitive development in infants and children born preterm. This review is followed by a series of analyses investigating the relationship between early joint attention behaviors, illness severity, and clinically concerning behaviors in a cohort of 249 preterm and full-term infants. |
| 일반주제명 | Developmental psychology. Neurosciences. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
