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Access Type
WSU Access
Date of Award
January 2023
Degree Type
Thesis
Degree Name
M.A.
Department
Psychology
First Advisor
Marjorie Beeghly
Abstract
Infants born very preterm (< 32 gestational weeks) are at risk for delayed language development and are more likely to have attentional deficits and struggle with joint attention when compared to full-term infants. Joint attention has been associated with language development and plays an important part in receptive and expressive language. This study aimed to assess the degree to which lower- and higher-level initiation and responding to joint attention (IJA and RJA) predicted concurrent and later language outcomes via direct and maternal observation in a sample of very preterm infants. Although lower-level RJA emerged as a significant predictor of several 14- and 20-month language outcomes, Preterm Status was consistently a more robust predictor, explaining significant, unique variance. Future research should also focus on intraindividual differences in the VPT population, as they may be crucial to uncovering the key risk and protective factors contributing to children’s later language development.
Recommended Citation
Drury, Georgina, "Early Joint Attention Skills As A Predictor Of Language Outcomes In A Very Preterm Sample" (2023). Wayne State University Theses. 929.
https://digitalcommons.wayne.edu/oa_theses/929