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）：婴儿认知研究的一个基本问题涉及婴儿能力对成熟智力的影响。该提案的一个目标是检验婴儿时期的核心认知能力（即记忆力、处理速度、注意力和表达能力）持续存在的可能性，并为以后的智力和成就提供基础。第二个目标是检查出生时有风险的儿童（早产儿）在这些核心认知能力方面表现出缺陷的程度，不仅在婴儿期，而且在儿童期，以及早期缺陷对以后结果的影响。还将检查儿童期早产缺陷的执行功能的三个重叠但不同的方面，这是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 岁时对一大群 (N = 203) 足月和早产儿（<1750 g 出生体重）进行随访，这些队列最初在 5、7 和 12 个月时进行测试，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大量测量组成。 11 岁和 13 岁的电池将包括来自同一领域的大量任务，以及更广泛结果的衡量标准，包括智力、阅读和数学成绩以及语言能力。这些结果将填补以下方面的重要知识空白：（1）从婴儿期到儿童后期的核心能力的连续性，（2）婴儿能力构成日后结果根源的可能性，（3）早产儿特定认知缺陷的持续存在（如以及“追赶”和“睡眠效应”），（4）婴儿期和儿童期的特定缺陷在解释更广泛的结果中的作用，以及（5）将核心能力与更广泛的结果联系起来的路径。识别后来缺陷的早期前因对于干预、评估和补救以及理解婴儿心灵的本质具有深远的影响。