Infant Tests as Predictors of Cognitive and Language Development at Two Years

Siegel, Linda S.

doi:10.1111/j.1467-8624.1981.tb03079.x

Cited by 7 publications

(10 citation statements)

References 24 publications

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“…We did not directly test when our participants exactly acquired the ability to perform a given tool-directed motor programme, or to comprehend (or produce) its associated label. Nevertheless, our claim is supported by a wealth of developmental studies showing that the motor control required to perform deictic gestures, gestural routines, and tool use develops synchronously with word acquisition and, in particular, with word comprehension (Bates & Dick, 2002;Siegel, 1981). Patients' performance was analysed at the group and at the single-case level, to investigate potential dissociations between tasks also in those cases whose performance might be opposite and, therefore, masked by the group-level trend (Caramazza, 1986;Shallice, 1988).…”

Section: Please Scroll Down For Articlementioning

confidence: 75%

Action performance and action-word understanding: Evidence of double dissociations in left-damaged patients

Papeo

Negri

Zadini

et al. 2010

Cognitive Neuropsychology

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It has been proposed that language and action representational systems overlap when the tasks used to assess them involve the same stimuli and require abilities acquired at similarly early developmental stage. We matched variables at task and stimulus level to test this hypothesis in a group of 12 left-damaged patients (and 17 controls). At the patients' group level, we replicated previously reported correlations between linguistic and nonlinguistic tasks. When performances were analysed individually, however, double dissociations were observed between the ability to imitate pantomimes and the ability to produce and comprehend the corresponding action verbs, as well as between the ability to use tools and the ability to comprehend the corresponding tool nouns. These findings suggest that processing action words is independent of the ability to produce the associated object-directed actions. Double dissociations were also found between the ability to comprehend action verbs and the ability to comprehend tool nouns. Moreover, action and tool naming showed differential effects of age of acquisition, suggesting that the two word categories meet the lexical organization by word class (nouns and verbs), even when related to identical action concept. Dissociations at behavioural level are supported by anatomical dissociations shown in the analysis of patients' lesions.

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Section: Please Scroll Down For Articlementioning

confidence: 75%

Action performance and action-word understanding: Evidence of double dissociations in left-damaged patients

Papeo

Negri

Zadini

et al. 2010

Cognitive Neuropsychology

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“…Tests have been somewhat more predictive, however, for infants who score low (Honzik, 1976), but individual prediction even for atrisk infants is low (Hunt, 1981). Studies that have identified specific abilities from infant tests, such as perceptual-motor behaviors, report stronger associations from infancy to early childhood (Siegel, 1981).…”

Section: Prediction Of Intellectual Development Has Been the Focus Ofmentioning

confidence: 99%

“…The longitudinal study of preterm infants has been a research strategy used in investigating the prediction of developmental problems (e.g., Caputo, Goldstein, & Taub, 1981;Field, Dempsey, & Shuman, 1981;Hunt, 1981;Siegel, 1981). Preterm infants are considered at risk because as a group they have greater incidence of developmental handicaps than do full-term infants.…”

Section: Prediction Of Intellectual Development Has Been the Focus Ofmentioning

confidence: 99%

Prediction of Five-Year Stanford-Binet Scores in Preterm Infants

Cohen¹,

Parmelee²

1983

Child Development

115

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The development of a group of 100 preterm infants, mean birth weight 1,877 grams, from a broad range of social class and ethnic backgrounds was followed from birth to age 5. Assessments in infancy were directed at medical problems and early perceptual, motor, social, and cognitive development. The child's performance on the Stanford-Binet test at age 5 could not be predicted from early hazardous events in the obstetrical or neonatal period. The results indicate that developmental outcome at age 5 could be predicted moderately from a single measure, infant visual attention, administered as early as term date. Prediction was improved by using a combination of assessments given during the first 9 months. Furthermore, prediction was significantly better for girls than for boys. Although moderate stability in performance was found for the group as a whole, prediction of an individual's performance resulted in a substantial number of children being misclassified. Social factors were more important than any other set of factors in relating to the child's mental performance at age 5.

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“…It contains 45 items, which represent six subscales. Certain HOME subscales have shown good concurrent and predictive validity with measures of the child's mental test performance (Elardo, Bradley, & Caldwell, 1975;Siegel, 1981). Three of these scales (1-emotional and verbal responsivity of the mother, 4-provision of appropriate play materials, and 5-maternal involvement with the child) were summed to create a composite HOME measure.…”

Section: Home Observation F O R Measurement Of the Environment (Home)mentioning

confidence: 99%

Professional support for adolescent mothers: Who gives it, how adolescent mothers evaluate it, what they would prefer

Crockenberg

1986

Infant Ment. Health J.

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Forty‐two adolescent mothers with 2‐year‐old children were questioned about their sources of social support, their satisfaction with that support, and their views about including members of their informal support network in the receipt of professional services. The results indicated that 74% of the mothers received parenting advice from some professional source, as well as from their informal support network, and that most were satisfied with their professional contacts. Nonetheless, 75% of the mothers indicated that they would like additional parenting advice from parenting classes, organized neighborhood groups, or from visiting public health nurses or other child development specialists. Ninety percent of the mothers thought it would be helpful to have members of their informal support network participate with them in the receipt of professional services, and 81% thought these individuals would be willing to do so. The implications of these findings for both future research and the design and implementation of programs directed toward adolescent parents and their children are discussed.

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Infant Tests as Predictors of Cognitive and Language Development at Two Years

Cited by 7 publications

References 24 publications

Action performance and action-word understanding: Evidence of double dissociations in left-damaged patients

Action performance and action-word understanding: Evidence of double dissociations in left-damaged patients

Prediction of Five-Year Stanford-Binet Scores in Preterm Infants

Professional support for adolescent mothers: Who gives it, how adolescent mothers evaluate it, what they would prefer

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