Infant Roots of Later Cognition

后来认知的婴儿根源

• 批准号: 7033673
• 负责人: SUSAN A ROSE
• 金额: $ 52.84万
• 依托单位: ALBERT EINSTEIN COLLEGE OF MEDICINE
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-04-03 至 2011-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7033673
• 关键词: academic achievement; adolescence (12-20); attention; behavioral /social science research tag; child psychology; clinical research; cognition; cognition disorders; developmental psychology; executive function; human birth weight; human subject; infant human (0-1 year); intelligence tests; longitudinal human study; memory; middle childhood (6-11); premature infant human; psychological tests; psychometrics; psychomotor reaction time; socioenvironment

DESCRIPTION (provided by applicant): A fundamental issue in research on infant cognition concerns the consequences of infant abilities for mature intellect. One goal of this proposal is to examine the possibility that core cognitive abilities from infancy, namely, memory, speed of processing, attention, and representation competence persist, and provide the foundation for later intelligence and achievement. A second goal is to examine the extent to which children born at risk (preterms) show deficits in these core cognitive abilities, not only in infancy, but childhood, and the import of early deficits for later outcome. Preterm deficits in childhood will also be examined for three overlapping but distinct aspects of executive function, a cognitive domain not studied in infancy. To address these issues we will follow-up, at ages 11 and 13 years, a large cohort (N = 203) of full-terms and preterms (<1750 g birthweight) that were originally tested at 5, 7, and 12 months, and seen at 2 and 3 years to gauge developmental standing (Bayley MDI). The infant tests consisted of a large battery of measures from the same four domains. The battery at 11 and 13 years will include a large number of tasks from the same domains, along with measures of broader outcome, including intelligence, achievement in reading and mathematics, and verbal ability. The results will fill important gaps in knowledge about (1) continuity in core abilities from infancy to later childhood, (2) the possibility that infant abilities form the roots of later outcome, (3) the persistence of specific cognitive deficits in preterms (as well as 'catch-up' and 'sleeper effects'), (4) the role of specific deficits from infancy and childhood in accounting for broader outcomes, and (5) the pathways relating core abilities to broader outcomes. Identifying early antecedents of later deficits has profound implications for intervention, assessment, and remediation, as well as for understanding the nature of the infant mind.

描述（由申请人提供）：关于婴儿认知研究研究中的一个基本问题涉及婴儿能力对成熟智力的后果。该提案的目标之一是研究从婴儿期到的核心认知能力，即记忆，加工速度，注意力和代表性能力持续存在，并为以后的智力和成就提供了基础。第二个目标是检查出在危险中出生的孩子（早产）在这些核心认知能力中表现出赤字，不仅在婴儿期，而且还在童年时期，以及早期缺陷以供以后的结果。还将检查童年的早产缺陷，以了解执行功能的三个重叠但不同方面，即婴儿期未研究的认知领域。为了解决这些问题，我们将在11岁和13岁时进行跟进，最初在5、7和12个月中对全能和早产（<1750 g出生重量）进行了大型队列（n = 203），并在2年和3年时进行了测试，以衡量发展的发展。婴儿测试包括来自相同四个域的大量措施。 11到13年的电池将包括来自同一领域的大量任务，以及更广泛的结果的衡量标准，包括智力，阅读和数学成就以及言语能力。 The results will fill important gaps in knowledge about (1) continuity in core abilities from infancy to later childhood, (2) the possibility that infant abilities form the roots of later outcome, (3) the persistence of specific cognitive deficits in preterms (as well as 'catch-up' and 'sleeper effects'), (4) the role of specific deficits from infancy and childhood in accounting for broader outcomes, and (5) the pathways relating core更广泛的结果的能力。识别后来赤字的早期先例对干预，评估和补救以及理解婴儿思想的本质具有深远的影响。