Prediction of childhood cognitive abilities from a set of early indicators of information processing capabilities

Domsch, Holger; Lohaus, Arnold; Thomas, H. Randolph

doi:10.1016/j.infbeh.2008.10.006

Cited by 32 publications

(33 citation statements)

References 38 publications

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“…2006), mismatch responses to native-language sounds (Kuhl et al 2008), and processing efficiency for words (Fernald et al 2006) have all been linked to advanced later language abilities. Studies of communication skills and expressive vocabulary at 8 and 12 months also show predictive relations to mother-reported child symbolic use of objects at 2 years (Reilly et al 2009); and 12-month-olds’ vocabulary as measured by the CDI predicts their 4-year verbal IQ (Blaga et al 2009, Domsch et al 2009). Finally, 3-month-old boys’ differential vocalizations to their mothers versus a stranger predicts cognitive and academic functioning at 12 years, high-school grade point average and SAT scores, and education completed by 28 years (Roe, 2001).…”

Section: Stability and Prediction From Infancymentioning

confidence: 94%

Human Infancy...and the Rest of the Lifespan

Bornstein

2014

Annu. Rev. Psychol.

107

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Human infancy has been studied as a platform for hypothesis and theory testing, as a major physiological and psychological adjustment, as an object of adults’ effects as well as a source of effects on adults, for its comparative value, as a stage of life, and as a setting point for the life course. Following an orientation to infancy studies, including previous reviews and a discussion of the special challenges infants pose to research, this Annual Review focuses on infancy as a foundation and catalyst of human development in the balance of the life course. Studies of stability and prediction from infancy illustrate the depth and complexity of modern research on infants and provide a long-awaited reply to key philosophical and practical questions about the meaningfulness and significance of infancy.

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Section: Stability and Prediction From Infancymentioning

confidence: 94%

Human Infancy...and the Rest of the Lifespan

Bornstein

2014

Annu. Rev. Psychol.

107

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“…However, until recently, longitudinal correlates of individual differences in infant information processing were limited to more general cognitive measures such as IQ and academic achievement (Colombo & Mitchell, 2009;Domsch, Lohaus, & Thomas, 2009;Kavšek, 2004). This changed with the work of Rose, Feldman, and Jankowski (2012) who found that differences in processing speed at 7 and 12 months -as measured by ocular reaction times to briefly-presented stimuli and mean look duration (see section on Measuring Processing Speed) -significantly predicted performance on working memory and set-shifting tasks at age 11 years.…”

Section: Early Individual Differences In Processing Speed and Their mentioning

confidence: 99%

Executive function in the first three years of life: Precursors, predictors and patterns

Hendry

Jones

Charman

2016

Developmental Review

201

177

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Executive function (EF) underpins the ability to set goals and work towards those goals by co-ordinating thought and action. Its emergence during the first 3 years of life is understudied, largely due to the limitations that early social, motor and language skills place on performance on traditional EF tasks. Nevertheless, across the fields of cognitive psychology, neuroscience, social development and temperament research, evidence is amassing of meaningful precursors and predictors of EF. This review draws together the evidence, highlighting methodological considerations and areas of theoretical debate, and identifies 4 domains critical to the development of EF: control of attention, self-regulation, processing speed and cognitive flexibility. Individual differences within these domains have clinical significance both in terms of the identification of risk markers for later executive dysfunction and for the target or delivery of early intervention to ameliorate this risk. By the end of the third year, typically-developing infants are able to selectively employ impulse control and cognitive flexibility to achieve goal-directed responses to novel situations. KeywordsExecutive function, cognitive development, infancy, regulation, attention, effortful control EXECUTIVE FUNCTION IN THE FIRST 3 YEARS OF LIFE 3 What is Executive Function and Why is it Important?Executive function (EF) can be described as the cognitive toolkit of success. It underpins the ability to set goals and work towards those goals by co-ordinating thought and action, particularly in new situations. The precise nature of the 'tools' in the 'kit' is a matter of considerable debate, but they are largely considered to be higher-order self-regulatory processes, including the control of attention and motor responses, resistance to interference, and delay of gratification (Carlson, Mandell & Williams, 2004;Diamond, 2013;Jurado & Rosselli, 2007), or, as Barkley puts it "those self-directed actions needed to choose goals and to create, enact, and sustain actions toward those goals" (Barkley, 2012, p. 60).From its emergence in very early childhood through to its decline in late adulthood, EF supports and constrains an individual's ability to learn and thrive across their lifespan (Diamond, 2013). Not only does early EF have strong links to children's later social and academic functioning (Blair & Peters Razza, 2007; Eisenberg et al., 2009) but difficulties with some EFs are implicated in a range of disorders including Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) (Barkley, 1997;Ozonoff, Pennington & Rogers, 1991;Rommelse, Geurts, Franke, Buitelaar & Hartman, 2011). However, currently executive dysfunction is primarily detected during a child's school years. By developing our understanding of the developmental pathway(s) involved in EF we may be able to monitor and intervene in cases where emergent EF is delayed or disrupted, whilst the brain is most responsive to treatment (Johnson, 2012;Wass, 2015). Goals and ...

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“…Additionally, most previous work assessed general offspring cognitive development in infancy or early childhood, but infants are too young to assess domain-specific disruptions. Therefore, assessments in infancy are less predictive of adult intelligence than assessments in late childhood, which can be domain-specific (19). Importantly, a lack of adequate adjust-ment for maternal intelligence or stimulation at home may have biased previous findings.…”

Section: Introductionmentioning

confidence: 99%