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Cognitive Competences in Preterm Infants across the First Year of Life: Assessments of Continuity, Stability, Coherence, Prediction, and Moderation by Infant Age and Country of Origin
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Maria Spinelli; Diane L. Putnick; Prachi E. Shah; Marc H. Bornstein – International Journal of Behavioral Development, 2025
Understanding of preterm infant cognitive competences across the first year of life is limited regarding the developmental constructs of continuity, stability, coherence, and predictive validity as well as how they manifest by age and country of origin. This prospective longitudinal study examined and compared mean-level continuity,…
Descriptors: Premature Infants, Cognitive Ability, Foreign Countries, Reliability
Information Processing in Toddlers: Continuity from Infancy and Persistence of Preterm Deficits
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Rose, Susan A.; Feldman, Judith F.; Jankowski, Jeffery J. – Intelligence, 2009
The present report assesses information processing in the toddler years (24 and 36 months), using a cohort of preterms (less than 1750 g) and full-terms initially seen in infancy. The children received a battery of tasks tapping 11 specific abilities from four domains--memory, processing speed, attention, and representational competence. The same…
Descriptors: Toddlers, Cognitive Processes, Cognitive Ability, Intelligence
The Genetic and Environmental Origins of Learning Abilities and Disabilities in the Early School Years
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Kovas, Yulia; Haworth, Claire M. A.; Dale, Philip S.; Plomin, Robert – Monographs of the Society for Research in Child Development, 2007
Despite the importance of learning abilities and disabilities in education and child development, little is known about their genetic and environmental origins in the early school years. We report results for English (which includes reading, writing, and speaking), mathematics, and science as well as general cognitive ability in a large and…
Descriptors: Nature Nurture Controversy, Genetics, Environmental Influences, Cognitive Ability
Continuity and Change in General Cognitive Ability from 1 to 7 years of Age.
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Cardon, Lon R.; And Others – Developmental Psychology, 1992
Yearly cognitive tests were administered to adoptive and nonadoptive siblings between one and seven years of age and identical and nonidentical twins between one and three years. Results indicated that genetic influences are a source of continuity and change in mental development, whereas shared and nonshared environmental effects contribute to…
Descriptors: Adopted Children, Cognitive Ability, Cognitive Development, Developmental Continuity
A Pedagogical Bridge between Pre-School and Primary School.
Pramling, Ingrid – 1985
This paper offers examples of how the preschool child's and teacher's perceptions of activities differ and indicates consequences for children when such differences are not considered. Additionally, findings of related research are reported. It is pointed out that such examples could have implications for the content of the preschool and primary…
Descriptors: Cognitive Ability, Concept Formation, Developmental Continuity, Early Childhood Education
Policy Options in Support of Children and Families. Proceedings of the National Conference on Early Childhood Issues (Washington, D.C., November 17-18, 1988).
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Department of Education, Washington, DC. – 1988
The purpose of this national policy conference was to discuss key issues and policy options in the care and education of young children, and to identify policy recommendations. At the conference, 116 speakers shared their expertise with each other and an additional 300 participants from 38 states. Speakers and participants represented a broad…
Descriptors: Cognitive Ability, Compensatory Education, Curriculum, Delivery Systems