The Developmental Course of Habituation in Infancy and Preschool Outcome

Colombo, John; Shaddy, D. Jill; Richman, W. Allen; Maikranz, Julie M.; Blaga, Otilia M.

doi:10.1207/s15327078in0501_1

Cited by 152 publications

(175 citation statements)

References 63 publications

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“…The speed at which information can be encoded is thought to be one of the main components of intelligence in adults (Vernon, 1987) as well as in infants (Colombo, Shaddy, Richman, Maikranz, & Blaga, 2004;Rose, Feldman, & Jankowski, 2002). Speed of processing and recognition memory both can be assessed using a novelty preference paradigm that measures an infant's tendency to direct visual attention toward a novel stimulus rather than a familiar one (Rose, Feldman, & Jankowski, 2004).…”

Section: Introductionmentioning

confidence: 99%

Growth and visual information processing in infants in Southern Ethiopia

Kennedy¹,

Thomas²,

Woltamo³

et al. 2008

Journal of Applied Developmental Psychology

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Speed of information processing and recognition memory can be assessed in infants using a visual information processing (VIP) paradigm. In a sample of 100 infants 6-8 months of age from Southern Ethiopia, we assessed relations between growth and VIP. The 69 infants who completed the VIP protocol had a mean weight z score of −1.12 ± 1.19 SD, and length z score of −1.05 ± 1.31. The ageappropriate novelty preference was shown by only 12 infants. When age was controlled, longest look duration during familiarization was predicted by weight (sr 2 = .16, p = .001) and length (sr 2 = .05, p =.058), and mean look duration during test phases was predicted by head circumference (sr 2 = . 08, p = .018) implying that growth is associated with development of VIP. These data support the validity of VIP as a measure of infant cognitive development that is sensitive to nutritional factors and flexible enough to be adapted to individual cultures.

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Section: Introductionmentioning

confidence: 99%

Growth and visual information processing in infants in Southern Ethiopia

Kennedy¹,

Thomas²,

Woltamo³

et al. 2008

Journal of Applied Developmental Psychology

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“…First, studies of information processing in the first year of life have found preterms to be slower at encoding information than full-terms, and to have poorer recognition memory, recall memory, and attention (de Haan, Bauer, Georgieff, & Nelson, 2000;Miranda & Fantz, 1974;Rose, 1980Rose, , , 1983Rose, Feldman, & Jankowski, 2001Sigman & Parmelee, 1974;Spungen, Kurtzberg, & Vaughan, 1985). Second, the newer infant information processing abilities have been found to predict IQ and language in later childhood and early adolescence (Colombo, Shaddy, Richman, Maikranz, & Blaga, 2004;Dougherty & Haith, 1997;Fagan, 1984;Fagan & Haiken-Vasen, 1997;Fagan & McGrath, 1981;McCall & Carriger, 1993;Rose & Feldman, 1995;Rose, Feldman, & Jankowski, 2003a;Sigman, Cohen, Beckwith, Asarnow, & Parmelee, 1991;Thompson, Fagan, & Fulker, 1991). …”

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confidence: 99%

A cognitive cascade in infancy: Pathways from prematurity to later mental development

et al. 2008

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Using data from a longitudinal study of preterms and full-terms, the present study examined the structure of infant cognition at 12 months, the extent to which five 12-month abilities (attention, speed, recognition, recall, and representational competence) mediated the relation from prematurity to mental development at 2 -3 years, and how continuity and change in infant information processing from 7 to 12 months affected later outcome. The results indicated that 12-month measures of infant information processing completely mediated the effect of prematurity on outcome and the infant measures form a 'cognitive cascade,' similar to that seen at 7 months, in which the two more elementary abilities (attention and speed) influenced the more complex ones, which in turn influenced later cognition. Additionally, despite cross-age stability, 7-month assessments contribute to outcome independently of their 12-month counterparts, suggesting that infant abilities undergo important developmental transformations in the second half of the first year of life.

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“…By knowing the relation between childhood stuttering and attention regulation in different levels of emotional arousal, future work can be done to prevent the severity of stuttering. Numerous studies have been conducted with infants and their looking durations to measure cognitive processing abilities and these early processing abilities can predict later cognitive development (Jankowski, Rose, and Feldman 2001;Frick, Colombo, and Saxon 1999;Colombo, Shaddy, Richman, Maikranz, and Blaga 2004;Richards and Cronise 2000). Although some early indicators of childhood stuttering are known today, present findings suggest that acquiring more objective knowledge of the cognitive processing characteristics of children who stutter should enhance our ability to identify, assess, prevent, and treat early childhood stuttering.…”

Section: Resultsmentioning

confidence: 77%

Effects of Childhood Stuttering on Attention Regulation in Emotionally Arousing Situations

Bush

2006

VURJ

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The purpose of this study was to examine the relation between children's attention regulation and stuttering in three different emotionally arousing situations. Participants were 15 monolingual, Standard American English speaking, preschool children who stutter (CWS) and 17 monolingual Standard American English speaking, preschool children who do not stutter (CWNS) between the ages of 3; 0 (years; months) and 5; 7. All participants had speech, language, and hearing development within normal limits, with the exception of stuttering for CWS. Measures included two indices of attention regulation (i.e., looks away from the computer monitor and off-topic statements), that were observed during the first three minutes of a "book reading" narrative production task. This task occurred immediately after listening to a pre-recorded emotionally arousing background conversation (negative, positive, and neutral). It was predicted that children who stutter would less efficiently regulate their attention in a negative emotionally arousing situation. Main findings indicated that CWS take fewer looks away from the computer monitor than CWNS during the narrative task and that it initially takes CWS longer to first look away from the computer monitor than CWNS.Findings were taken to suggest that CWS fixate their attention on a stimulus and are less able to disengage when required and/or appropriate while CWNS have the ability to flexibly shift their attention away from the same stimulus, especially in a negative arousing situation.Emotional reactivity and emotion regulation have recently been main topics of interest in developmental psychology, but not until recently have they been linked with stuttering in young children.Children who stutter (CWS) when compared to children who do not stutter (CWNS) have been shown to be significantly more reactive, significantly less able to regulate their emotions, and have significantly poorer attention regulation (Conture, Walden, Graham, Arnold, Hartfield, Karrass, and Schwenk in press; Karrass, Walden, Conture, Graham, Arnold, Hartfield, and Schwenk in press).These results suggest that when preschool children who stutter experience their daily situational requirements, they display greater emotional reactivity along with an inability to flexibly control their attention and regulate their emotions. These challenges to the maintenance and regulation of emotional reactivity may exacerbate difficulties CWS have in establishing fluent speech and language, especially when they experience mistakes, disruptions or hesitations during their conversational speech and language. Nearly 5 percent of adults report having stuttered at some point in their lives, although 70-80 percent of those affected discontinue without treatment. Only 1 percent of children continue to stutter after six years of age but the academic, emotional, social, and vocational consequences are often severe in the short-, medium-as well as long-term aspects of the child's life, which is why it is important to determine which variables...

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The Developmental Course of Habituation in Infancy and Preschool Outcome

Cited by 152 publications

References 63 publications

Growth and visual information processing in infants in Southern Ethiopia

Growth and visual information processing in infants in Southern Ethiopia

A cognitive cascade in infancy: Pathways from prematurity to later mental development

Effects of Childhood Stuttering on Attention Regulation in Emotionally Arousing Situations

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