Access Type

Open Access Thesis

Date of Award

January 2013

Degree Type


Degree Name




First Advisor

Sarah Raz


Premature birth has been shown to be associated with various deficits in neuropsychological functioning during early childhood; however, few studies have attempted to understand the variables that contribute to variability in performance among children born prematurely. The purpose of the current study was to investigate the relationships between specific perinatal factors and language and cognitive outcome measures in a group of preschool-aged children born prematurely (N=47). As predicted, there were significant relationships between sex and specific outcome measures, with boys performing more poorly than girls; however, contrary to hypotheses, significant relationships failed to be found between outcome measures and both gestational age and intrauterine growth rate. The overall implications of these findings for the development of preschool-aged children born prematurely are discussed.

Included in

Psychology Commons