The impact of prematurity on social understanding

Covernton, Emma Elizabeth (2023). The impact of prematurity on social understanding. University of Birmingham. Clin.Psy.D.

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Abstract

OBJECTIVES: This systematic review and meta- analysis aimed to investigate whether children born prematurely present with differences in social cognition as compared to their full-term peers.

METHODS: All literature from start of database creation to February 2022 was searched for studies measuring social cognition in preterm children and adolescence (age 0-18 years) with a full-term comparison group. A bespoke quality assessment tool was developed to assess quality of included studies. Results were synthesised by way of social cognitive domain.

RESULTS: Six separate meta-analyses were possible for early social preference, joint attention behaviours (gaze following, responding to joint attention – point +gaze behaviours and initiating joint attention), affect recognition and theory of mind. Studies not possible to meta-analyse were retained for narrative review and categorised into the social cognitive domains of early social attention/perception and, social reasoning and empathy. Results suggest preterm children born at earlier gestational ages present with differences in affect recognition and theory of mind abilities, demonstrating fewer of these skills when compared to full-term children. The results of earlier developing social cognitive domains remain inconclusive.

DISCUSSION: This paper is the first to quantify differences in social cognition using meta-analytic methods beyond joint attention skills. The trajectory of social cognitive development in children born prematurely is currently unclear. Identification of prematurity as a risk factor for social cognitive differences suggests preterm children may benefit from increased professional attention.

Type of Work:

Thesis (Doctorates > Clin.Psy.D.)

Award Type:

Doctorates > Clin.Psy.D.

Supervisor(s):