Why does infant attention predict adolescent intelligence?

Sigman, Marian; Cohen, Sarale E.; Beckwith, Leila

doi:10.1016/s0163-6383(97)90016-3

Cited by 104 publications

(68 citation statements)

References 26 publications

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“…Recently, it has been shown that attention and recognition memory processes (eg response to novelty) tested in infancy, particularly visual ®xation, predict intelligence test scores in adolescence (Colombo, 1997;Bornstein & Sigman, 1986;Sigman et al, 1997). Theoretically at least, tests of attention and recognition memory processes would appear to be a better measure of intellectual development than the Bayley Scale.…”

Section: Discussionmentioning

confidence: 99%

A developmental view of the effects of an energy and micronutrient supplement in undernourished children in Indonesia

Pollitt¹,

Jahari²,

Walka³

2000

Eur J Clin Nutr

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Objectives: This paper presents the results of a structural equation model testing whether the longitudinal data of the Pangalengan subjects ®t the theoretical model regarding the intellectual delay of undernourished children. Design: Two cohorts of children were randomly assigned to three treatments: E 1171 kJ 12 mg iron; M 12 mg iron 209 kJ; S 104 kJ. Supplementation was given for 6 months. Setting: The sites were six tea plantations in Indonesia. Subjects: A 12-month-old (n 53) and an 18-month-old (n 83) cohort were recruited from day-care-centers. Inclusion criteria were: no chronic disease; length-for-age `1 standard deviation (s.d.) and weight-for-length between À1 and À2 s.d. of the median of the reference of the World Health Organization. Methods: Twenty-four-hour dietary intakes were assessed using the weighted individual inventory technique. Body weight and length were obtained using standard procedures; motor development was assessed with the Bayley Scale and with a custom made scale for motor development leading to bipedal locomotion. Four-hour observations were made of the child's interactions with the environment. Carrying a child in the arms and exploratory behavior were used as indicators of caregiving and exploration. All measurements were obtained every 2 months. Results: The original model did not ®t the data. The model was then modi®ed with the inclusion of two new pathways: from activity and from motor development to mental development. Following these adjustments the model ®t the data for each cohort and for both cohorts combined.

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Section: Discussionmentioning

confidence: 99%

A developmental view of the effects of an energy and micronutrient supplement in undernourished children in Indonesia

Pollitt¹,

Jahari²,

Walka³

2000

Eur J Clin Nutr

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“…Further, the duration of fixations at 7 and 12 months of age also predicts shifting and working memory skills at 11 years of age [76]. Likewise, shorter duration of fixations during infancy is related to better inhibitory control in adolescence [77]. Overall, although not a direct measure of EA, duration of fixations seems to be a quite reliable predictor of EA development.…”

Section: Early Predictors Of Eamentioning

confidence: 91%

Early Development of Executive Attention

Conejero¹,

Rueda²

2017

J Child Adolesc Behav

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Executive attention (EA) encompasses a variety of attention mechanisms implicated in the control of thoughts and behavior. The emergence of EA skills depends on the maturation of frontal brain structures. Evidence in the past years has shown that frontal brain structures related to EA are already functional in the first months of life and first signs of EA can be observed by the second half of the first year of life. Given the importance of EA to a wide range of developmental outcomes (e.g. academic and professional outcomes, socialization, psychological wellbeing, etc.), understanding early stages of development is of great interest for the promotion of EA and the prevention of EA-related deficits over the course of development. Despite its relevance, relatively little is known about the development of EA before the preschool years. This paper aims at providing a selective review of the existing literature about the early development of EA. We present the principal measures of EA for infants and toddlers available to date. We also review main findings on behavioral as well as brain mechanisms of EA in infancy and toddlerhood. Finally, we summarize research on early indicators of EA and its implication for the early detection of some developmental disorders.

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“…In the majority of these studies, continuity in intellectual functioning is usually examined from infancy to childhood. Sigman, Cohen, and Beckwith (1997), who tested simple visual attention to abstract patterns on the part of preterm newborns seen at date of term birth did find a relationship between individual differences in infants' attention and intelligence at 18 years at r = .36. In the present study, we examined continuity of intellectual functioning from infancy to 21 years.…”

Section: Introductionmentioning

confidence: 94%