This study examined the relationship between parental experience, parental knowledge, and the development of extremely low birth weight infants. The subjects (Ti = 40) were extremely high-risk infants averaging 1000.0 grams birthweight and 28.1 weeks gestational age. The study found that mothers of preterm infants called upon the same types of experiences and sources of information about infancy as mothers of full-term infants. Further, ratings of maternal accuracy on the Knowledge of Infant Development Inventory accounted for 13% to 15% of the variation on the Mental Development Index (MDI) and Psychomotor Development Index (PDI) of the Bay ley Scales of Infant Development at 8 months corrected age. The infants of mothers with greater than average knowledge about infancy scored approximately one standard deviation higher on both the MDI and the PDI than did the infants of mothers who had less than average knowledge about infancy. Implications for intervention are discussed. THE RELATIONSHIP OF PARENTAL KNOWLEDGE TO THE DEVELOPMENT OF EXTREMELY LOW BIRTHWEIGHT INFANTS Researchers have devoted extensive study to understanding the developmental sequelae of preterm birth, although they have not reached consensus regarding the etiology of negative outcomes (Meisels & Plunkett, 1988). Some researchers have focused on biological sources of developmental problems (Field,

Infants of very low birth weight (VLBW) (n = 34) and a comparison group of 40 full-term infants were observed in Ainsworth's Strange Situation at 14 and 19 months and observed in the home at 14 months of age, using Waters's Attachment Q-set. Results indicated that at 14 months VLBW infants were more likely than the full-term infants to be insecurely attached when rated using the Q-set but not when using the Strange Situation. However, at 19 months VLBW infants were also more likely than full-term infants to be insecurely attached in the Strange Situation assessment. There were no associations between the Q-set and Strange Situation measures of attachment security. These results are discussed in terms of the social-emotional development of VLBW infants.

Numerous developmental studies of social behavior employ an observational technique called time sampling. This technique is used to estimate the frequencies and proportions of time that actual behaviors occur and to measure group or individual differences. By contrasting time sampling to continuous sampling, we demonstrate that (a) time sampling is inaccurate for estimating actual durations or frequencies of behavior, and (b) resulting individual and/or group differences can change depending on whether time sampling or continuous sampling is used. Error rates are particularly high when the total bout lengths of the actual behaviors are short (as in mother-infant interactions) and/or when interval length is long. Because the majority of mother and infant behaviors are short in bout length (less than 60 sec), when percent error is the greatest, we suggest that alternative sampling methods that have proven validity be used in future studies (e.g., scan, point, or continuous sampling).

No abstract

Numerous developmental studies of social behavior employ an observational technique called time sampling. This technique is used to estimate the frequencies and proportions of time that actual behaviors occur and to measure group or individual differences. By contrasting time sampling to continuous sampling, we demonstrate that (a) time sampling is inaccurate for estimating actual durations or frequencies of behavior, and (b) resulting individual and/or group differences can change depending on whether time sampling or continuous sampling is used. Error rates are particularly high when the total bout lengths of the actual behaviors are short (as in mother-infant interactions) and/or when interval length is long. Because the majority of mother and infant behaviors are short in bout length (less than 60 sec), when percent error is the greatest, we suggest that alternative sampling methods that have proven validity be used in future studies (e.g., scan, point, or continuous sampling).