Infant Roots of Later Cognition

婴儿认知研究中的一个基本问题涉及婴儿的后果 成熟智力的能力。这项提议的一个目标是研究核心 从婴儿期起的认知能力，即记忆力、处理速度、注意力和表现力 能力持续存在，并为以后的智慧和成就提供基础。一秒钟 目标是检查高危出生儿童(早产儿)在这些核心方面表现出缺陷的程度。 认知能力，不仅在婴儿期，而且在童年时期，以及早期缺陷对以后的影响 结果。儿童的早产缺陷也将被检查三个重叠但不同的 执行功能的各个方面，这是一个在婴儿期没有研究过的认知领域。 为了解决这些问题，我们将在11岁和13岁时对一大群人(N=203)进行跟踪调查 最初在5个月、7个月和12个月时测试的足月儿和早产儿(1750克出生体重)， 并在2岁和3岁时观察以衡量发育状况(Bayley MDI)。婴儿测试 由来自相同四个领域的一大组措施组成。11号和13号的电池 年份将包括来自相同领域的大量任务，以及更广泛的衡量标准 结果，包括智力，阅读和数学成绩，以及语言能力。 这些结果将填补关于(1)核心能力的连续性方面的重要知识空白 婴儿期到儿童后期，(2)婴儿能力形成后来结果的根源的可能性，(3) 早产时持续存在特定认知缺陷(以及“追赶”和“睡眠效应”)， (4)婴儿期和儿童期的具体缺陷在解释更广泛的结果方面的作用；以及 (5)将核心能力与更广泛的成果联系起来的途径。识别较晚的早期先行词 赤字对干预、评估和补救以及对 理解婴儿期思维的本质。

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 examinedfor 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.