Emotion Recognition in Preterm and Full-Term School-Age Children
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Stimuli and Procedure
2.3. Statistical Analyses
3. Results
3.1. Cognitive Assessment
3.2. Parent-Reported Questionnaires
3.3. Emotion Recognition Task
3.4. Correlation between Emotion Recognition and Socio-Emotional Functioning
4. Discussion
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Preterm Children | Full-Term Children | |
---|---|---|
n | 34 (19 M; 15 F) | 21 (9 M; 12 F) |
Age (months) | 104.06 (15.43) | 105.10 (15.94) |
Gestational age (weeks) | 29.91 (2.65) Late preterm (32–36 weeks) n = 8 Very preterm (28–31 weeks) n = 19 Extremely preterm (<28 weeks) n = 7 | All > 37 |
Birth weight (grams) | 1389.06 (556.49) Moderately preterm: 2041.25 Very preterm: 1350.11 Extremely preterm: 749.43 | All > 2500 |
Full-Term Children | Preterm Children | Test forGroup Differences | |
---|---|---|---|
CPM | 0.86 (0.67) | 0.77 (0.66) | t = 0.50, p = 0.619, d = 0.144 |
Digit span forward | 0.06 (0.97) | −0.16 (0.81) | t = 0.85, p = 0.400, d = 0.247 |
Digit span backwards | 0.66 (0.94) | 0.34 (0.79) | t = 1.34, p = 0.190, d = 0.387 |
Attention Network Task (ANT) | Alerting: 29.72 (41.04) | A: 38.11 (50.62) | A: t = −0.67, p = 0.505, d = −0.190 |
Orienting: 20.34 (63.84) | O: 26.25 (39.23) | O: t = −0.35, p = 0.730, d = −0.109 | |
Control: 34.50 (51.84) | C: 47.01 (61.96) | C: t = −0.82, p = 0.417, d = −0.227 | |
Berg Card Sorting Test (BCST) | Errors: 27.02% (8.35) Perseverative Err: 14.25% (6.14) Non-Perseverative Err: 12.77% (7.44) | Err: 41.89% (10.81) Pers Err: 21.85% (7.94) Non Persev Err: 18.61% (5.68) | Err: t = −5.67, p < 0.001 Pers Err: t = −3.71, p < 0.001, d = −0.951 Non Pers Err: t = −2.08, p = 0.042, d = −0.532 |
Full-Term Children | Preterm Children | Test for Group Differences | ||
---|---|---|---|---|
SDQ | Difficulties Score: | 5.00 (3.2) | 8.03 (4.3) | t = −2.75, p = 0.009, * d = −0.763 |
Prosocial Behavior: | 8.65 (1.4) | 8.10 (1.5) | t = 1.25, p = 0.219, d = 0.368 | |
Emotional Symptoms: | 1.24 (1.1) | 2.19 (1.9) | t = −2.15, p = 0.037, * d = −0.562 | |
Conduct Problems: | 1.06 (1.0) | 1.61 (1.2) | t = −1.74, p = 0.090, d = −0.492 | |
Hyperactivity: | 2.12 (1.8) | 3.16 (2.0) | t = −1.87, p = 0.069, d = −0.546 | |
Peer Problems: | 0.59 (1.1) | 1.06 (1.3) | H(1) = −2.369, p = 0.124, d = −0.386 | |
ERC | Emotional Negativity: | 25.53 (4.7) | 27.11 (3.5) | t = −1.21, p = 0.238, d = −0.399 |
Emotional Regulation: | 27.83 (2.9) | 27.10 (3.3) | t = 0.80, p = 0.426, d = 0.234 | |
TMCQ | Surgency: | 3.40 (0.5) | 3.26 (0.4) | t = 0.89, p = 0.384, d = 0.292 |
Effortful Control: | 3.28 (0.9) | 3.41 (0.5) | t = −0.55, p = 0.592, d = −0.199 | |
Negative Affect: | 2.42 (0.5) | 2.76 (0.4) | t = −2.43, p = 0.022, * d = −0.779 | |
BRIEF | Total: | 47.89 (7.0) | 53.75 (8.3) | t = −2.64, p = 0.012, * d = −0.747 |
Behavioral: | 50.67 (7.0) | 52.19 (8.3) | t = −0.69, p = 0.496, d = −0.195 | |
Emotional: | 48.94 (6.6) | 51.77 (9.6) | t = −1.21, p = 0.231, d = −0.327 | |
Cognitive: | 47.00 (8.0) | 54.71 (9.8) | t = −2.99, p = 0.005, * d = −0.839 | |
PSI | Total stress: | 57.83 (12.7) | 67.30 (10.6) | t = −2.66, p = 0.012, * d = −0.830 |
Parental distress: | 20.44 (6.3) | 22.53 (4.5) | t = −1.24, p = 0.226, d = −0.401 | |
Dysfunctional interaction: | 18.39 (3.5) | 21.57 (4.8) | t = −2.66, p = 0.011, * d = −0.733 | |
Difficult Child: | 19.00 (4.8) | 23.20 (5.4) | t = −2.82, p = 0.008, * d = −0.814 | |
Defensiveness Response: | 12.56 (4.2) | 14.10 (3.6) | t = −1.31, p = 0.201, d = −0.403 |
Tested Models | Variables | AIC | Delta AIC | Marginal R2 | χ2 | p |
---|---|---|---|---|---|---|
Model 0 | Random effect of participants | 3330 | ||||
Model 1 | +Group | 3328 | 1.62 | 0.002 | 3.62 | 0.057 |
Model 2 | +Valence | 3179 | 148.6 | 0.087 | 150.64 | <0.001 |
Model 3 | +Intensity | 2964 | 215.6 | 0.195 | 217.64 | <0.001 |
Model 4 | +Group × Valence | 2962 | 2.02 | 0.200 | 4.02 | 0.045 |
Model 5 | +Group × Intensity | 2964 | −1.80 | 0.201 | 0.20 | 0.655 |
Model 6 | +Age | 2959 | 4.92 | 0.205 | 6.92 | 0.009 |
Model 7 | +Sex | 2961 | −1.96 | 0.205 | 0.04 | 0.836 |
Variables | B (SE) | Z Value | p |
---|---|---|---|
Group | −0.05 (0.14) | −0.36 | 0.717 |
Valence | 1.58 (0.19) | 8.38 | <0.001 |
Intensity | 1.37 (0.16) | 8.82 | <0.001 |
Age | 0.009 (0.003) | 2.71 | 0.007 |
Group × Valence | −0.46 (0.23) | −2.02 | 0.043 |
Group × Intensity | −0.09 (0.19) | −0.45 | 0.654 |
Tested Models | Variables | AIC | Delta AIC | Marginal R2 | χ2 | p |
---|---|---|---|---|---|---|
Model 0 | Random effect of Participants | 576 | ||||
Model 1 | +Group | 576 | 1.43 | 0.023 | 2.53 | 0.112 |
Model 2 | +Type of Error | 566 | 10.13 | 0.118 | 11.58 | <0.001 |
Model 3 | +Group × Type of Error | 567 | 1.34 | 0.127 | 1.17 | 0.280 |
Model 4 | +Age | 565 | −4.02 | 0.157 | 4.22 | 0.040 |
Model 5 | +Age × Type of Error | 561 | −0.99 | 0.199 | 6.03 | 0.014 |
Partial Correlation between SDQ Subscales and ERT Scores Controlling for PSI-Parental Distress | |||
---|---|---|---|
All Children ERT | Full-Term Children ERT | Preterm Children ERT | |
Difficulties Score | r = −0.28, p = 0.05 | r = −0.05, p = 0.85 | r = −0.24, p = 0.20 |
Prosocial Behavior | r = 0.31, p = 0.03 | r = 0.48, p = 0.05 | r = 0.22, p = 0.24 |
Emotional Symptoms | r = −0.16, p = 0.29 | r = 0.11, p = 0.68 | r = −0.13, p = 0.49 |
Conduct Problems | r = −0.11, p = 0.47 | r = 0.30, p = 0.24 | r = −0.14, p = 0.46 |
Hyperactivity | r = −0.17, p = 0.24 | r = −0.35, p = 0.16 | r = −0.02, p = 0.92 |
Peer Problems | r = −0.37, p = 0.01 | r = 0.01, p = 0.97 | r = −0.45, p = 0.01 |
All Children ERT | Full-Term Children ERT | Preterm Children ERT | |
---|---|---|---|
ERC Emotional Negativity | r = −0.20, p = 0.16 | r = −0.23, p = 0.38 | r = −0.13, p = 0.48 |
ERC Emotional Regulation | r = 0.31, p = 0.03 | r = −0.03, p = 0.90 | r = 0.40, p = 0.03 |
TMCQ Surgency | r = −0.18, p = 0.24 | r = −0.27, p = 0.31 | r = −0.22, p = 0.23 |
TMCQ Effortful Control | r = 0.04, p = 0.79 | r = −0.21, p = 0.42 | r = 0.23, p = 0.22 |
TMCQ Negative Affect | r = −0.30, p = 0.04 | r = −0.45, p = 0.08 | r = −0.16, p = 0.38 |
All Children ERT | Full-Term Children ERT | Preterm Children ERT | |
---|---|---|---|
BRIEF Total | r = −0.21, p = 0.16 | r = −0.26, p = 0.31 | r = −0.07, p = 0.69 |
BRIEF Behavioral dimension | r = −0.34, p = 0.02 | r = −0.43, p = 0.08 | r = −0.30, p = 0.10 |
BRIEF Emotional dimension | r = −0.29, p = 0.04 | r = −0.23, p = 0.37 | r = −0.27, p = 0.14 |
BRIEF Cognitive dimension | r = −0.05, p = 0.72 | r = −0.10, p = 0.72 | r = 0.11, p = 0.53 |
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Della Longa, L.; Nosarti, C.; Farroni, T. Emotion Recognition in Preterm and Full-Term School-Age Children. Int. J. Environ. Res. Public Health 2022, 19, 6507. https://doi.org/10.3390/ijerph19116507
Della Longa L, Nosarti C, Farroni T. Emotion Recognition in Preterm and Full-Term School-Age Children. International Journal of Environmental Research and Public Health. 2022; 19(11):6507. https://doi.org/10.3390/ijerph19116507
Chicago/Turabian StyleDella Longa, Letizia, Chiara Nosarti, and Teresa Farroni. 2022. "Emotion Recognition in Preterm and Full-Term School-Age Children" International Journal of Environmental Research and Public Health 19, no. 11: 6507. https://doi.org/10.3390/ijerph19116507