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.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Project (R01)
Project #
5R01HD049494-05
Application #
7792271
Study Section
Cognition and Perception Study Section (CP)
Program Officer
Freund, Lisa S
Project Start
2006-04-03
Project End
2013-03-31
Budget Start
2010-04-01
Budget End
2013-03-31
Support Year
5
Fiscal Year
2010
Total Cost
$543,330
Indirect Cost
Name
Albert Einstein College of Medicine
Department
Pediatrics
Type
Schools of Medicine
DUNS #
110521739
City
Bronx
State
NY
Country
United States
Zip Code
10461
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Rose, Susan A; Feldman, Judith F; Jankowski, Jeffery J et al. (2011) The structure of memory in infants and toddlers: an SEM study with full-terms and preterms. Dev Sci 14:83-91
Rose, Susan A; Feldman, Judith F; Jankowski, Jeffery J (2011) Modeling a cascade of effects: the role of speed and executive functioning in preterm/full-term differences in academic achievement. Dev Sci 14:1161-75
Rose, Susan A; Feldman, Judith F; Jankowski, Jeffery J et al. (2011) Basic Information Processing Abilities at 11 years Account for Deficits in IQ Associated with Preterm Birth. Intelligence 39:198-209
Rose, Susan A; Feldman, Judith F; Jankowski, Jeffery J (2009) A cognitive approach to the development of early language. Child Dev 80:134-50
Rose, Susan A; Feldman, Judith F; Jankowski, Jeffery J (2009) Information Processing in Toddlers: Continuity from Infancy and Persistence of Preterm Deficits. Intelligence 37:311-320
Rose, Susan A; Jankowski, Jeffery J; Feldman, Judith F (2008) The inversion effect in infancy: the role of internal and external features. Infant Behav Dev 31:470-80
Rose, Susan A; Feldman, Judith F; Jankowski, Jeffery J et al. (2008) A Cognitive Cascade in Infancy: Pathways from Prematurity to Later Mental Development. Intelligence 36:367-378