MEMORY DEVELOPMENT IN HIGH- AND LOW-RISK INFANTS

该子项目是利用NIH/NCRR资助的中心赠款提供的资源的许多研究子项目之一。子项目和研究者（PI）可能从另一个NIH来源获得了主要资金，因此可以在其他CRISP条目中表示。所列机构为中心，不一定是研究者所在机构。虽然在智力发展的全球措施，许多早产儿的历史属于规范范围（Caputi，Goldstein，& Taub，1979; Crowe，Deitz，Bennet，& TeKolste，1988），通过更多的选择性测试，他们在记忆（de哈安，Bauer，Georgieff，&纳尔逊，2000）和处理速度（Rose & Feldman，1996）等方面表现出细微的缺陷。早产儿这些更具体的过程的研究很少，但建议。本研究利用文献中发现的相同方法，将在低风险和高风险早产儿中测试全球和特定过程。将使用两个对照组：实足年龄匹配的健康足月婴儿和校正年龄匹配的健康足月婴儿。这些对照组被包括在内，以探索哪些（如果有的话）测量的过程随着经验而改善，因为早产儿相对于校正年龄匹配的健康足月儿在环境中有更多的经验。本研究旨在通过探索不同的注意和放松模式来激活加工系统，从而确定早产儿在认知的整体测量之外存在记忆缺陷，并确定这些特定记忆缺陷的伴随物。重要的是要确定在早产儿是否观察到的记忆缺陷有关的无法快速激活注意力系统和/或注意力持续时间的差异模式。本研究将探讨检查的持续时间和检查的潜伏期，以及这些过程和记忆性能之间的关系，通过诱导模仿测量。对这一人群的研究很重要，因为（a）高风险婴儿和似乎低风险和正常发育的婴儿后来可能在学龄前和学龄期表现出发育困难，（B）早期特异性缺陷及其相关性的识别将有助于早期补救导致后期有害结果的途径，以及（c）这项工作可以用作“实验”用于调查成熟和经验因素在认知能力发展中的相对重要性的模型（例如，Jiang，1995;马修斯等人，1996;货车Hof-货车Duin，Heersema，Groenendalls，Baiden，& Fetter，1992）。GCRC将在安排参与者、在婴儿核心区提供空间以及提供任务管理技术人员（即贝利婴儿发育量表）方面成为本提案的组成部分。

This subproject is one of many research subprojects utilizing the resources provided by a Center grant funded by NIH/NCRR. The subproject and investigator (PI) may have received primary funding from another NIH source, and thus could be represented in other CRISP entries. The institution listed is for the Center, which is not necessarily the institution for the investigator. Although on global measures of intellectual development many children with preterm histories fall in the normative range (Caputi, Goldstein, & Taub, 1979; Crowe, Deitz, Bennet, & TeKolste, 1988), with more selective testing, they show subtle deficits in, for example, memory (de Haan, Bauer, Georgieff, & Nelson, 2000) and speed of processing (Rose & Feldman, 1996). Studies of these more specific processes in preterms are few, but suggestive. The present research, utilizing the same methods found in the literature, will test both global and specific processes in both low- and high-risk preterms. Two control groups will be used: chronological-age-matched, healthy fullterm infants, and corrected-age-matched, healthy fullterm infants. These control groups are included to explore which, if any, processes measured improve with experience, as the preterms will have much more experience in the environment relative to the corrected-age-matched, healthy fullterms. This research seeks to establish the presence of memory deficits in preterms above-and-beyond global measures of cognition and establish concomitants of these specific memory deficits by exploring differential patterns of attention and latencies to activate the processing systems. It is important to determine in preterms whether the observed memory deficits are related to an inability to quickly activate attentional systems and/or to differential patterns of attention duration. The proposed research will examine both duration of examining and latency to examining as well as relations between these processes and memory performance as measured by elicited imitation. Research with this population is important because (a) infants at high-risk and infants who appear to be low-risk and normally developing may later show developmental difficulties in preschool and school age, (b) identification of early specific deficits and their correlates will facilitate early remediation of pathways leading to later detrimental outcomes and (c) this work can be used as an "experimental" model for investigating the relative importance of maturational and experiential factors in development of cognitive abilities (e.g., Jiang, 1995; Matthews et al., 1996; van Hof-van Duin, Heersema, Groenendalls, Baerts, & Fetter, 1992). The GCRC will be integral to this proposal in scheduling of participants, supplying space in the infancy core, and providing a technician for administration of tasks (i.e. Bayley Scales of Infant Development).