The structure of infant cognition at 1 year

Rose, Susan A.; Feldman, Judith F.; Jankowski, Jeffery J.

doi:10.1016/j.intell.2004.11.002

Cited by 31 publications

(35 citation statements)

References 80 publications

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“…Previously, we found that the measures from our battery form differentiated dimensions of cognition in infancy (Rose, Feldman, & Jankowski, 2004, 2005b), and that latent variables reflecting these dimensions predict later general cognitive ability (MDI) at 24 and 36 months, (Rose, Feldman, Jankowski et al, 2005; Rose et al, 2008). Here, we examine the extent to which measures from this battery collectively account for contemporaneous measures of general cognitive ability at 24 and 36 months.…”

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confidence: 81%

Information processing in toddlers: Continuity from infancy and persistence of preterm deficits☆

2009

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The present report assesses information processing in the toddler years (24 and 36 months), using a cohort of preterms (<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 battery had been used earlier -at 7 and 12 months. There were four main findings. (1) Preterms showed no 'catch-up,' but rather persistent deficits in immediate recognition, recall, encoding speed, and attention. (2) There was significant continuity from infancy through the toddler years for most aspects of information processing. (3) These specific abilities combined additively to account for global cognitive ability, consistent with the componential theory of intelligence. (4) Toddler information processing abilities completely mediated the relative deficits of preterms in general cognitive ability. Thus, although the toddler years have often been characterized as a period of discontinuity and transformation, these results indicate that continuity prevails for information processing abilities over the first three years of life.Information processing studies have largely neglected the period of toddlerhood (2-3 years). By contrast, studies of information processing in the first year of life have blossomed over the past few decades. As detailed below, there is now considerable knowledge about the cognitive capabilities of infants and about how basic information processing abilities from this period form the building blocks of later cognition. Considering that later IQ can be predicted from information processing in the first year of life, one would expect these infant cognitive abilities would show continuity through the toddler years. Yet at present there is little evidence that this is so. Moreover, a long tradition of thought views the toddler period as one of major transitions and cognitive discontinuities. This tradition stems largely from the thinking of Piaget and the failure of standardized infant tests to predict later IQ. The present study fills this gap in our knowledge about information processing abilities in toddlerhood, and traces the sources of these abilities to continuity with information processing in infancy.Corresponding author: Susan A. Rose, Departments of Pediatrics and Psychiatry, Kennedy Center, Albert Einstein College of Medicine/ Children's Hospital at Montefiore, 1300 Morris Park Avenue, Bronx, NY 10461. Tel: 718-430-3042. Fax: 718-430-8544. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Ac...

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confidence: 81%

Information processing in toddlers: Continuity from infancy and persistence of preterm deficits☆

2009

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“…Houses were chosen as a control stimulus because they share properties of symmetry and configuration with faces. Recent analyses of the underlying factors influencing performance in infant studies indicate that different factors account for habituation and recognition memory, confirming the importance of providing separate estimates of these abilities (Rose, Feldman, & Jankowski, 2004, 2005). To measure other aspects of development (including social and communicative abilities), we used information from the Mullen Scales of Early Learning (Mullen, 1997), the Vineland Adaptive Behavior Scales (Sparrow et al, 1984), and the Autism Diagnostic Observation Scale (ADOS; Lord, Rutter, DiLavore, & Risi, 1999), which were administered to the children as part of a larger study.…”

Section: Current Studymentioning

confidence: 94%

Toddlers with Elevated Autism Symptoms Show Slowed Habituation to Faces

Jones

Merkle

Namkung

et al. 2010

Child Neuropsychology

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We explored social information processing and its relation to social and communicative symptoms in toddlers with Autism Spectrum Disorder (ASD) and their siblings. Toddlers with more severe symptoms of autism showed slower habituation to faces than comparison groups; slower face learning correlated with poorer social skills and lower verbal ability. Unaffected toddlers who were siblings of children with ASD also showed slower habituation to faces compared with toddlers without siblings with ASD. We conclude that slower rates of face learning may be an endophenotype of ASD and is associated with more severe symptoms among affected individuals.

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“…(Shorter look durations and faster shift rates are associated with better attention.) Tasks were made age appropriate as the infants grew older by shortening presentation and test times, increasing the stringency of learning criteria, or increasing stimulus complexity (for more details, see Rose, Feldman, & Jankowski, 2005a, 2005b, 2009Rose, Feldman, Jankowski, & Van Rossem, 2008).…”

Section: Procedure: Information Processing Tasks In the Infant And Tomentioning

confidence: 99%

“…The early measures of memory, processing speed, and attention have previously been found to form separate constructs (Rose, Feldman, & Jankowski, 2004, 2005b) 1 and to relate to more mature instantiations of the same constructs in preadolescence (Rose et al, 2012).…”

Section: Procedure: Information Processing Tasks In the Infant And Tomentioning

confidence: 99%

Implications of Infant Cognition for Executive Functions at Age 11

2012

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Recent work suggests that executive functions, the cornerstone of higher-level cognitive operations, are driven by basic information processing abilities. Using structural equation modeling, with latent variables, the present study provides the first evidence that this driving force begins in infancy, such that abilities in infancy predict executive functions at age 11. Information processing abilities in three domains (attention, processing speed, and memory) were assessed when participants were infants (7 and 12 months) and toddlers (24 and 36 months) and were used to predict three executive functions (working memory, inhibition, and shifting) when participants were 11 years old. A model relating infant abilities to age-11 executive functions fit well, and accounted for 9% to 19% of the variance in the executive functions. Paths from both speed and memory in infancy to age-11 working memory were significant, as was the path from Speed in infancy to age-11 Shifting. A model using abilities in toddlerhood as predictors fit similarly. These findings implicate early basic cognitive abilities in the development of executive functions.

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The structure of infant cognition at 1 year

Cited by 31 publications

References 80 publications

Information processing in toddlers: Continuity from infancy and persistence of preterm deficits☆

Information processing in toddlers: Continuity from infancy and persistence of preterm deficits☆

Toddlers with Elevated Autism Symptoms Show Slowed Habituation to Faces

Implications of Infant Cognition for Executive Functions at Age 11

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