Knowledge of self,mother, and father in preterm and full-term toddlers |
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| Affiliation: | 1. Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, United States;2. Department of Psychology, Temple University, Philadelphia, PA, United States;1. Key Laboratory of Green Fabrication and Surface Technology of Advanced Metal Materials, Ministry of Education, Anhui University of Technology, Ma''anshan 243002, China;2. School of Materials Science and Engineering, Anhui Polytechnic University, Wuhu 241000, China;3. China Innovation Academy of Intelligent Equipment Co., Ltd, Ningbo 315700, China;4. College of Mechanical and Electrical Engineering, Nanjing University of Aeronautics and Astronautics, Nanjing 210016, China |
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| Abstract: | Full-term and preterm toddler's featural knowledge of self, mother, and father was assessed in relation to individual differences in age, attachment status, and cognitive ability. No relation was found between infants' knowledge of self and the predictor variables at 13 months. Different factors, however, were related to infants' knowledge of mothers' and fathers' features. Hierarchical regressions revealed that at 20 months, after controlling for the relation between complexity of knowledge and MDI Bayley scores, full-term infants who were securely attached to their mothers demonstrated more complex knowledge of her than insecurely attached infants or premature Infants' knowledge of self at 20 months and father at both 13 and 20 months was significantly related to attachment status but not term status. These data are discussed in the context of possible differential influences of term status on infant-mother and infant-father interactions. |
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