A Longitudinal Study of the Growth and Development of Prematurely and Maturely Born Children: Part VII: Mental Development 2-5 Years

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Abstract
The mental development of a group of over 500 singletons and twins of different birth weight has been studied at 3 and 4 years. About half the group have entered school, and results of intelligence testing between 5 and 6 years are available. The following conclusions were reached. As at 2 years mean scores on intelligence testing fall steadily with decreasing birth weight at 3,4 and 5 years. Twins show consistently lower scores than singletons of like birth weight. At 4 and 5 years there is a striking excess in the smaller premature groups (i.e. 4 1/2 lb.or less) of children who are ineducable in normal school, or will need special educational treatment within the normal school. Mental development is related to the apparent intelligence of the mother and to the type of home. Differences between social grades appear to be greater at 4 and 5 years than at 2 years. In average and poor work- ing-class homes there is little difference in mental ability between those prematures who were over 4 1/2 lb. at birth and mature controls. In superior working-class and middle-class homes the child who was between 4 1/2 and 5 1/2 lb. at birth is still at a disadvantage. Most of these children were premature by gestation as well as by birth weight. The predicitve value of early developmental testing is discussed, and correlation given between D. Q. (developmental quotient) scores at ages 6 months to 4 years, and score on the Terman-Merrill L form test at 5 to 6 years. The expected response to pre-school developmental tests is affected by birth weight, environment and opportunity. Early developmental testing is of most value in the detection of children who later prove to be dull, retarded or defective.