INFANT AUDITORY-DISCRIMINATION IN PRETERM AND FULL-TERM INFANTS AS A PREDICTOR OF 5-YEAR INTELLIGENCE
INFANT AUDITORY-DISCRIMINATION IN PRETERM AND FULL-TERM INFANTS AS A PREDICTOR OF 5-YEAR INTELLIGENCE
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DOI：
10.1037/0012-1649.20.1.159
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发表时间：
1984-01-01
影响因子：
4
通讯作者：
PARMELEE, AH
中科院分区：
文献类型：
--
作者：
OCONNOR, MJ;COHEN, S;PARMELEE, AH
研究了足月儿和早产儿对听觉新奇反应与5岁后智力表现的关系。在4个月时，使用可变试验习惯化程序评估心脏对重复和新颖听觉刺激的反应。孩子们被跟踪到5岁，并用斯坦福-比奈智力量表测量智力表现。幼儿新奇反应得分与5岁智力得分的相关系数为0.60。母亲的受教育程度也与5岁的表现有关，尽管当新奇反应被部分排除时并不显著。显然，早期感知记忆发展的测量可能反映了后来智力表现所必需的早期认知过程。
The relation between responsiveness to auditory novelty in full-term and preterm infants and subsequent intellectual performance at 5 yr of age was studied. At 4 mo., cardiac response to repetitive and novel auditory stimulation was assessed using a variable-trials habituation procedure. Children were followed until the age of 5 yr, and intellectual performance was measured using the Standford-Binet Intelligence Scale. A statistically significant correlation of 0.60 was found between infant novelty response scores and 5-yr intelligence scores. Mother''s education also related to 5-yr performance, although not significantly when the novelty response was partialed out. Apparently, measures of early perceptual-memory development may reflect early cognitive processes necessary for later intellectual performance.