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Данная работа посвящена исследованию особенностей сенсомоторного и когнитивного развития недоношенных младенцев. Недоношенность рассматривается как симптомокомплекс, который реализуется за счет многих разнообразных механизмов. На основе работ отечественных и зарубежных авторов проведен анализ наиболее часто встречающихся форм неинфекционных перинатальных патологий, в частности недоношенности. В эмпирическом исследовании с помощью однофакторного дисперсионного анализа было проведено сравнение показателей уровня развития сенсомоторных и когнитивных функций у доношенных и недоношенных младенцев в возрасте от 6 до 13 месяцев. Для реализации исследования были сформированы три группы: экспериментальная (недоношенные дети) и 2 контрольных группы (соответствующие по хронологическому и гестационному возрасту). На основе полученных данных делается вывод, что недоношенные дети демонстрируют отставание в развитии моторики при типичном развитии когнитивных функций. / This work is devoted to research of sensorimotor and cognitive development in premature infants. Prematurity is considered as a set of symptoms, which is being implemented by many mechanisms. It was analyzed the most common forms of non-infectious perinatal pathology, particularly prematurity using the works of Russian and foreign researchers. It was conducted comparison of the level of development of sensorimotor and cognitive functions in term and preterm infants aged 6 to 13 months using one-way ANOVA. Three groups were formed: experimental (premature babies), and two control groups (corresponding to chronological and gestational age). It was shown that preterm infants have delay in motor development and typical development of cognitive functions.

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Narrative is expressed in many forms, yet the reading of narrative through books may be unique in its transformative qualities. The medium of books has existed for thousands of years as a primary means of passing down and internalizing narrative from generation to generation. Are books now a dying medium in the face of ever-advancing technology in an increasingly fast-paced and technologically-dependent society? Technology now incorporates narrative into interactive environments in various ways often immersing the user in ever more realistic experiential scenarios. Yet, is something potentially lost with these advancements that can only be afforded through the time-tested method of old-fashioned reading? What makes reading so compelling a medium/activity for personal development? Does experience in these interactive environments offer the same transformative intrinsic experience afforded through the tranquil receptive processing, reflective elaboration and insight offered through the reading of books? This thesis seeks to explore these questions by looking at three major factors that must be considered in furthering our understanding of the potentials and limitations of interactive narrative technologies as they compare to narrative delivered via the established medium of books: 1) theories of self, identity/character, cognitive development and behavior (specifically as these relate to traditional text-based narrative), 2) theory and research associated with narrative transportation and transformation, and 3) current and future efforts to adapt narrative to the medium of interactive technology.

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