Information processing in toddlers: Continuity from infancy and persistence of preterm deficits |
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| Authors: | Susan A. Rose Judith F. Feldman Jeffery J. Jankowski |
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| Affiliation: | 1. Department of Psychiatry and Neurology, McGill University, Douglas Mental Health University Institute, Montreal, Quebec H4H 1R3, Canada;2. Singapore Institute for Clinical Sciences, 117609, Singapore;3. Department of Psychiatry, University of Toronto and Centre for Addiction and Mental Health, Toronto, Ontario M5T 1R8, Canada;4. PPG Saúde da Criança e do Adolescente, Departamento de Pediatria, Faculdade de Medicina, Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul 90035-903, Brazil;5. Department of Psychology, University of Toronto, Mississauga, Ontario ON L5L 1C6, Canada;6. Department of Psychiatry, Jewish General Hospital, McGill University, Montreal, Quebec H3T 1E4, Canada;7. Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Ontario L8S4L8, Canada;8. Hospital da Criança Santo Antônio, Santa Casa de Misericórdia de Porto Alegre, RS, Brazil |
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| Abstract: | 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. |
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