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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 16 of 16 1 Gestational age, parent education, and education in adulthood Bilsteen, Josephine Funck; Alenius, Suvi; Bråthen, Magne. - : American Academy of Pediatrics, 2022 BASE Show details 2 Associations between language difficulties, peer victimization, and bully perpetration from 3 through 8 years of age : results From a population-based study Øksendal, Elise; Brandlistuen, Ragnhild Eek; Wolke, Dieter. - : American Speech - Language - Hearing Association, 2021 BASE Show details 3 Performance of the German version of the PARCA-R questionnaire as a developmental screening tool in two-year-old very preterm infants Picotti, Eleonora; Bechtel, Nina; Latal, Beatrice... In: ISSN: 1932-6203 ; PLOS ONE, Vol. 15, No 9 (2020) P. e0236289 (2020) BASE Show details 4 Hippocampal subfield volumes are nonspecifically reduced in premature‐born adults Hedderich, Dennis M.; Avram, Mihai; Menegaux, Aurore... In: Hum Brain Mapp (2020) BASE Show details 5 Hippocampal subfield volumes are nonspecifically reduced in premature‐born adults Hedderich, Dennis M.; Avram, Mihai; Menegaux, Aurore. - : John Wiley and Sons, 2020 BASE Show details 6 Standardisation of the Parent Report of Children’s Abilities-Revised (PARCA-R): a norm-referenced assessment of cognitive and language development at 2 years of age Johnson, Samantha; Bountziouka, Vasiliki; Brocklehurst, Peter. - : Elsevier, 2019 BASE Show details 7 Standardisation of the Parent Report of Children's Abilities–Revised (PARCA-R) : a norm-referenced assessment of cognitive and language development at age 2 years Johnson, Samantha; Bountziouka, Vasiliki; Brocklehurst, Peter. - : Elsevier, 2019 BASE Show details 8 Head growth and intelligence from birth to adulthood in very preterm and term born individuals Jaekel, Julia; Sorg, Christian; Baeuml, Josef. - : Cambridge University Press, 2019 BASE Show details 9 Resilienz im Vorschulalter: wie stark kann die familiäre Leseumwelt biologische und soziokulturelle Entwicklungsrisiken kompensieren? Jäkel, Julia; Wolke, Dieter; Leyendecker, Birgit In: Zeitschrift für Familienforschung ; 24 ; 2 ; 148-159 ; Frühe Förderung in der Familie (2015) BASE Show details 10 A parent questionnaire for developmental screening in infants born late and moderately preterm Blaggan, Samarita; Guy, Alexa; Boyle, Elaine M.. - : American Academy of Pediatrics, 2014 BASE Show details 11 Effects of gestational age at birth on cognitive performance : a function of cognitive workload demands Baumann, Nicole; Jaekel, Julia; Wolke, Dieter. - : Public Library of Science, 2013 BASE Show details 12 Resilienz im Vorschulalter: Wie stark kann die familiäre Leseumwelt biologische und soziokulturelle Entwicklungsrisiken kompensieren? ... Jäckel, Julia; Wolke, Dieter; Leyendecker, Birgit. - : Journal of Family Research, 2012 BASE Show details 13 Resilience in preschool children : to what degree can a stimulating home literacy environment compensate biological and socio-cultural adversity? Jaekel, Julia; Wolke, Dieter; Leyendecker, Birgit. - : Verlag Barbara Budrich, 2012 BASE Show details 14 Educational outcomes in extremely preterm children : neuropsychological correlates and predictors of attainment Johnson, Samantha J.; Wolke, Dieter; Hennessy, Enid M.. - : Psychology Press, 2011 BASE Show details 15 Specific language difficulties and school achievement in children born at 25 weeks of gestation or less Wolke, Dieter; Samara, Muthanna; Bracewell, Melanie A.; Marlow, Neil. - : Mosby-Elsevier, 2008 Abstract: Objective To determine whether language and educational problems are specific or due to general cognitive deficits in children born at 25 weeks' gestation or less. Study design A national cohort study assessed 241 of 308 (78%) surviving children at a median age of 6 years, 4 months along with 160 of these children's classmates. Formal tests included standard cognitive, language, phonetic, and speech assessments. The children's school achievement was rated by classroom teachers. Results Mean cognitive scores for index children were 82 (standard deviation [SD]+/- 19) compared with 106 (SD +/- 12) for the peer group. Extremely preterm children had an increased risk of language problems (odds ratio [OR] = 10; 9i% confidence interval 101 = 3 to 32), speech problems (OR = 4.4; 95% Cl = 3 to 7), and overall school difficulties (OR = 25; 95% Cl = 12 to 54). Extremely preterm boys were twice as likely to show deficits as extremely preterm girls, but no such sex-based differences were apparent in the comparison group. Differences in general cognitive scores explained specific language or phonetic awareness deficits, but not speech ratings or educational difficulties, in the extremely preterm children. Conclusions Language or phonetic difficulties are not specific and indicate general cognitive functional difficulties. The findings have implications for models of global deviation of brain development in extremely preterm children. Keyword: BF Psychology; RJ Pediatrics URL: https://doi.org/10.1016/j.jpeds.2007.06.043 http://wrap.warwick.ac.uk/30669/ BASE Hide details 16 Implications of gender differences for the development of animated characters for the study of bullying behavior Woods, Sarah; Hall, Lynne; Dautenhahn, Kerstin... In: Computers in human behavior. - Amsterdam [u.a.] : Elsevier 23 (2007) 1, 770 OLC Linguistik Show details

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