Structure and continuity of intellectual development in early childhood |
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| Authors: | Otilia M Blaga D Jill Shaddy Christa J Anderson Kathleen N Kannass Todd D Little John Colombo |
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| Institution: | 2. Department of Neurology, University Medicine Greifswald, Greifswald, Germany;3. Stroke Center, Department of Clinical Neurosciences, Centre Hospitalier Universitaire Vaudois, Lausanne, Switzerland;4. Institute for Diagnostic Radiology and Neuroradiology, University Medicine Greifswald, Greifswald, Germany;1. Faculty of Physical Education and Recreation, University of Alberta, Edmonton, Alberta, Canada;2. Healthy Active Living and Obesity Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, Ontario, Canada;3. Department of Psychology, University of Alberta, Edmonton, Alberta, Canada;4. Neuroscience and Mental Health Institute, University of Alberta, Edmonton, Alberta, Canada;5. Department of Pediatrics, University of Ottawa, Ottawa, Ontario, Canada;6. John W. Scott Health Sciences Library, University of Alberta, Edmonton, Alberta, Canada;7. Deakin University, Centre for Physical Activity and Nutrition Research, School of Exercise and Nutrition Sciences, Victoria, Australia |
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| Abstract: | We evaluated over 200 participants semiannually from 12 to 48 months of age on measures of intellectual (Bayley Scales, Stanford–Binet Scale) and verbal (MacArthur–Bates Inventory, Peabody Picture Vocabulary Test) status. Structural equation modeling and hierarchical linear (growth curve) analyses were applied to address the nature of development and individual differences during this time. Structural analyses showed a strong and robust simplex model from infancy to the preschool period, with no evidence of qualitative reorganizations or discontinuities. Growth-curve modeling revealed significant associations between level factors across the early and later measures of cognition, providing further evidence of continuity; the growth trajectory from the Bayley through 24 months predicted growth in a nonverbal factor, but not in a verbal factor. Altogether, the findings reveal continuous and stable development in intellectual function from late infancy through the preschool years. Additionally, the high level of continuity demonstrated across these ages was observed to be largely independent of growth in vocabulary. |
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