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41.
42.
Ida Skytte Jakobsen L. John Horwood David M. Fergusson 《Journal of child and family studies》2012,21(2):303-310
Previous research has shown that children with high levels of early anxiety/withdrawal are at increased risk of later anxiety
and depression. It has also been found that positive parent–child attachment reduces the risk of these disorders. The aim
of this paper was to examine the extent to which positive parent–child attachment acted to mitigate the risk of later internalising
disorders amongst children with high levels of early anxiety/withdrawal using data from a 30 years longitudinal study of a
New Zealand birth cohort. The findings of this study showed that: (a) increasing rates of early anxiety/withdrawal were associated
with an increased risk of later anxiety and depression; (b) positive parent–child attachment in adolescence was associated
with a decline in the risk of later anxiety and depression; and (c) these associations persisted even after controlling for
confounding factors. The implications of these findings for the role of parent–child attachment in mitigating the adverse
effects of early anxiety/withdrawal are discussed. It is concluded that positive parent–child attachment in adolescence may
act as a compensatory factor which buffers the adverse effects of childhood anxiety/withdrawal on risks of developing later
anxiety and depression. 相似文献
43.
Ida Sue Baron Fern R. Litman Margot D. Ahronovich Robin Baker 《Neuropsychology review》2012,22(4):438-450
Late preterm (LP) birth (34 0/7 - 36 6/7 weeks?? gestation) accounts for nearly three-fourths of all preterm births, making this population a sizeable public health concern. The immature fetal development associated with LP delivery increases the risk of mortality and short-term medical complications. Which combination of maternal, fetal, or neonatal risk factors may be most critical has only recently begun to be addressed, and whether LP birth??s disruptive impact on brain development will exert adverse effects on neuropsychological functioning in childhood and adolescence has been understudied. Early data have shown a graded response, with LP children often functioning better than very preterm children but worse than term children, and with subtle intellectual and neuropsychological deficits in LP children compared with healthy children born at term gestational age. Further characterization of the neuropsychological profile is required and would be best accomplished through prospective longitudinal studies. Moreover, since moderate and LP births result in disparate medical and psychological outcomes, the common methodology of combining these participants into a single research cohort to assess risk and outcome should be reconsidered. The rapidly growing LP outcomes literature reinforces a critical principle: fetal development occurs along a dynamic maturational continuum from conception to birth, with each successive gestational day likely to improve overall outcome. 相似文献
44.
Intelligence testing has a long and revered history in psychological measurement in childhood. Yet, the years between infancy and early childhood have been understudied with respect to emergent intellectual and cognitive functioning. Factor analytic models of intelligence that have demonstrated applicability when testing older children and adults often appear inadequate in the preschool period. As more is learned about brain development in typically developing children during these crucial years the distinctive relationships between neural system development and intellectual functioning are being revealed more completely. The aim of this paper was to provide a brief historical background as a foundation for discussion of intelligence testing, review what is known about the dynamic course of brain development during the preschool years, acknowledge limitations specific to intelligence testing in young children, and provide support for maintaining a comprehensive neuropsychological perspective that considers the wider range of variables that influence intellectual functioning in the preschool period. 相似文献
45.
The aim of the present study was to compare the activation levels of true and false memories in the Deese–Roediger–McDermott
(DRM) paradigm. For this purpose, we used a lexical decision task (LDT) that can be considered a relative pure measure of
activation. Participants had to study a list of words that were semantically associated to a critical non-presented word (CI),
and afterwards had to classify the actually studied words, the CI and new words in the LDT. Results indicated that the classification
latency of the CI was the same as actually studied words and shorter than new words. The results might be interpreted as evidence
that the false and true memory items have the same activation level and that the false memory effect can be based on the indirect
activation of the CI at the encoding. 相似文献
46.
Ida Sue Baron Jason Brandt Margot D. Ahronovich Robin Baker Kristine Erickson Fern R. Litman 《Child neuropsychology》2013,19(3):299-311
Spatial location memory has rarely been assessed in young children due to a scarcity of developmentally appropriate tests. This study sought to compare nonverbal learning and recall in children born extremely low birth weight (ELBW; <1000 g) and less than 33 gestational weeks (GW) with term-born children at early school age using a recently developed and adapted test. We administered a modification of the Hopkins Board to 210 children at age six; 84 born ELBW (35 born < 26 GW; 49 born 26–33 GW) and 126 term-born. Six measures were obtained: naming, trials-to-criterion, errors-to-criterion, delayed item recall, delayed location recall, and percent retention. After age correction, ELBW children had worse general cognition, item naming, delayed item recall, delayed location recall, and percent retention than term-born children. Delayed item recall and percent retention performances of ELBW children remained worse after correction for general cognition. ELBW groups (< 26 GW and 26–33 GW) groups performed worse than term-born children in naming and delayed item recall with chronological age as covariate. Those born before 26 GW, but not 26–33 GW, performed worse than term-born children in delayed location recall and percent retention. Differences remained significant after controlling for gender, maternal education, and delivery type. All three groups' performance declined from final learning trial to delayed location recall, with a decline greater for less than 26 GW than term-born children. Extreme prematurity (< 26 GW) and ELBW are significant risk factors for spatial location memory deficit. The modified Hopkins Board discriminated high-risk preterm and term-born children at early school age and appears to be a useful test to measure this rarely studied cognitive capacity. 相似文献
47.
Ida Sue Baron Kimberly A. Kerns Ulrich Müller Margot D. Ahronovich Fern R. Litman 《Child neuropsychology》2013,19(6):586-599
Executive function (EF) refers to fundamental capacities that underlie more complex cognition and have ecological relevance across the individual's lifespan. However, emerging executive functions have rarely been studied in young preterm children (age 3) whose critical final stages of fetal development are interrupted by their early birth. We administered four novel touch-screen computerized measures of working memory and inhibition to 369 participants born between 2004 and 2006 (52 Extremely Low Birth Weight [ELBW]; 196 late preterm; 121 term-born). ELBW performed worse than term-born on simple and complex working memory and inhibition tasks and had the highest percentage of incomplete performance on a continuous performance test. The latter finding indicates developmental immaturity and the ELBW group's most at-risk preterm status. Additionally, late-preterm participants performed worse compared with term-born on measures of complex working memory but did not differ from those term-born on response inhibition measures. These results are consistent with a recent literature that identifies often subtle but detectable neurocognitive deficits in late-preterm children. Our results support the development and standardization of computerized touch-screen measures to assess EF subcomponent abilities during the formative preschool period. Such measures may be useful to monitor the developmental trajectory of critical executive function abilities in preterm children, and their use is necessary for timely recognition of deficit and application of appropriate interventional strategies. 相似文献
48.
Premature birth incidence and survival rates are increasing steadily due to advances in obstetric and neonatal intensive care.
Those born at the limits of viability are highly at-risk of adverse neurocognitive function over their lifespan, leading to
current controversy regarding aggressive resuscitation efforts for these extremely preterm children. However, data from earlier
generation cohorts who were born in substantially different eras of neonatal intensive care cannot be relied on to predict
outcome of today’s newborn. Our review by the crucial variable of birth cohort year shows a changing developmental trajectory
in which today’s extremely preterm survivor is likely to have fewer severe medical complications, better neurological outcomes,
and fewer adverse cognitive late effects. Such data further underscore the importance of concurrently considering medical,
familial, socioenvironmental, and neurobiological factors in combination with individual neonatal intensive care center protocols
when studying outcomes of the preterm child. This complex, interrelated range of factors directly affects the immature, rapidly
developing premature brain. However, ongoing surveillance to detect subsequent delay or impairment and to apply interventional
strategies early in the developmental course holds promise for further enhancement of functional outcome. 相似文献
49.
50.
Autistic Disorder (AD) is a phenotypically heterogeneous condition characterized by impairments in social interaction, communication,
and the presence of repetitive behavior and restricted interests. It is a model syndrome to investigate neural interaction
and integration at the nexus of language and social cognition. This paper considers the problems of language acquisition in
AD from an evolutionary and ontogenetic context. Following a review of normal language development during the formative years
of brain development, we examine what is known about infant linguistic and nonlinguistic precursors of language acquisition
in AD and examine how anomalies of several processes relate to language abnormalities manifest by the early elementary school
years. Population heterogeneity and practical limitations inherent to the study of children currently limit a comprehensive
understanding of the significance of specific neurological abnormalities in relation to observed deficits. However, convergent
evidence implicates anomalies of a widely distributed neural network, involving superior temporal sulcus, superior temporal
gyrus, supramarginal gyrus, insula, inferior frontal gyrus, hippocampus, amygdala and cerebellum. These anomalies reflect
the cumulative effects of genetic, epigenetic and environmental influences. Neuropsychological studies of language in AD provide
an important means to define the phenotypic variation resulting from alterations in neural architecture. By mapping broad
relationships between key symptoms, neuropsychological impairment and neural substrate, information derived from these studies
enable a level of analysis that bridges the gap between the genome and the syndrome. Further study of children during the
critical first 2 years of life using behavioral, electrophysiological, and functional neuroimaging methods is essential. 相似文献