Cognition is one of seven early childhood developmental domains. The other domains are: language, social and emotional, self-help and adaptive, spiritual and moral, fine motor, and gross motor. Early cognitive abilities include processing sensory information, attention, thinking, memory, representational competence, nonlinguistic, and executive functions. It is well accepted that premature birth and low birthweight affect cognitive abilities. The four cognitive abilities which account for preterm and full-term differences on the Baylor mental development index (MDI) are attention, processing speed, memory, and representation competence.
Cognitive attention is vital for selecting and maintaining focus on perceived information experienced by the senses. Representational Competence is a complex ability directly related to the MDI. While Processing speed is indirectly related to the intelligence quotient (IQ), and Memory is also a complex ability directly related to MDI. The elementary abilities that play a pivotal role in executive functions are cognitive flexibility, self-regulation, cognitive planning, and problem solving. Attention and working memory are cognitive abilities associated with Executive control.
The Cascading Model shows that elementary infant information processing abilities influence complex infant abilities, also influence MDI scores at 2 and 3-years of age and preterm preadolescence children’s IQ. The Cascading Model revealed connected paths between cognitive abilities at birth and high complex information processes associated with IQ. Researchers have found that cognitive and neuropsychological characteristics of late preterm preschoolers born with complications are visuospatial, visuomotor, and executive function. Preterm IQ differences remain even after controlling for gender, socioeconomic status, race, and ethnicity.
2. Cognition is One of
Seven Early Childhood Developmental Domains
2
Social &
Emotional
Self-Help &
Adaptive
Spiritual &
Moral
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3. LBW, PT birth, and SGA infants were more likely to have significantly lower performance on cognitive
skills underlying school readiness
3
(Caravale, Mirante, Vagnoni, & Vicari, 2012; Michel, Roethlisberger, Neuenschwander, & Robers, 2011; Rose,
Feldman, Jankowski, & Van Rossem, 2008)
Early Cognitive
and
Learning Skills
Attention
Memory
Thinking Processing
Sensory
Information
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Executive
Functions
Inhibition
Updating
Shifting
ie
Nonlinguistic
Abilities
ie
Visual-Motor
Integration
Visual Perceptual
Functioning
(Worldasrtsme.com, nd)
Recall
Recognition
Representational
Competence
4. Researchers have Known for nearly Two Decades that
Lower Birth Weight and Gestational Age
were Significantly Correlated with Decreases in
Cognitive Test Scores.
(Bhutta, Cleves, Casey, Cradock, Anand, & Phil, 2002)
4
Premature Birth and Low Birthweight Affect Cognitive Abilities
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5. These cognitive abilities are sensitive to prematurity and are instrumental in mediating
preterm and full-term differences in general ability (Rose, Feldman, & Jankowski, 2004 in
Rose, et al., 2011).
Four Cognitive Abilities Account for Preterm and Full-Term
Differences on the Bayley-III Mental Development Index (MDI)
Elementary Cognitive
Processes
Complex
Processes
5
Age 2 and 3 yo
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6. Cognitive Attention is Vital for Selecting and Maintaining Focus
Attention Shifting
is engaging and or
disengaging fixations
Attentional Spotlight
Refers to the amount of
information processed
within each fixation
(Rose, et al., 2011; Segal, 11/5/2003; Wikipedia, 26 February 2017)
Measuring
Infants’
Attention
6
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7. Representation
Competence
Refers to the ability
• to mentally manipulate and rote parts to form a
whole
• to extract commonalities from experiences and
represent them symbolically
Representational Competence is a Complex Ability Directly Related to the MDI
Critical for all Types of Abstract Thoughts
Example
Tactile-Visual-Cross Model extract information abstractly by touching an object
without seeing it, and recognizing it visually.
(Rose, et al., 1998 in Rose, et al., 2011; Rose, Feldman, & Jankowski, 2004 in 2011) 7
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8. • Improved mental rotation and memory search
• Increased working memory capacity
• Enhanced inductive reasoning
Processing Speed is Indirectly Related to IQ
Central Limiting Factor for Performance on a Wide Variety of Tasks
I
N
C
R
E
A
S
E
D
There is a Relationship between White Matter volume and Processing Speed
• White matter volume and concentration is significantly reduced in children born preterm
• Processing speed is dependent on white matter
(Karl & Salthouse, 1994; Gimenez, 2006 in 2008; Rose, Feldman, & Jankowski, 2004; Rose, et al., 2006, 2008, 2011)
8
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9. Memory is a Complex Ability Directly Related to MDI
Vital for Storing, Consolidating, and Retrieving Representations of Objects and Events
Recognition
Recall
Preterms performed poorer than full-term controls on Pattern Recognition, and
significantly poorer on the Delayed Matched-to-Sample and Spatial Recognition
assessments (Rose, et al., 2011).
Preterms’ are vulnerable to
injury from hypoxic/ischemic
attacks (Volpe, 1995)
Two Aspects of
Memory Dependent
on the Hippocampus
and Associated
Structures
9
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10. Cognitive Abilities and Executive Control
• Divided attention
• Working memory
• Conceptual transfer
• Feedback utilization
• Selective attention
• Self-regulation
• Self-monitoring
• Inhibition
Cognitive Flexibility
Attentional Control
(Anderson, 2002, 2008 in Anderson & Reid, 2012, Figure 1, p.3)
10
Two Cognitive
Abilities Associated
with Executive
Function
Attention
Working
Memory
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11. Elementary Abilities Play a Pivotal Role in Executive Functions (EF)
Self-
Regulation
Refers to the brain's ability to transition from thinking about one concept to another.
The quicker you are able to switch or “shift” your thinking from one dimension (e.g.
color of an object) to another (e.g. shape of an object), the greater your level
of cognitive flexibility.
Behaviorally, self-regulation is the ability to act in your long-term best interest,
consistent with your deepest values.
Emotionally, self-regulation is the ability to calm yourself down when you're upset
and cheer yourself up when you're down.
(Rose, et al., 2011; Sprouts Development, 2014; Wikipedia, 28 January 2017; Mental Health Daily, 2016; Stonsny, 28 October 2011)
11
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12. Elementary Abilities Play a Pivotal Role in Executive Function (EF)
Cognitive
Planning
Cognitive planning encompasses the neurological processes involved in the
formulation, evaluation, and selection of a sequence of thoughts and actions to
achieve a desired goal.
Problem solving refers to how a child perceives, thinks, and gains understanding of
his or her world, and includes remembering and decision-making.
(Rose, et al., 2011; Sprouts Development, 2014; Wikipedia, 28 January 2017; Mental Health Daily, 2016; Stonsny, 28 October 2011)
12
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13. Cascading Model shows the Relationship between Birth Status and IQ
and is Entirely Mediated by Information Processing
Elementary Infant
Information
Processing Abilities
Complex Infant
Abilities
Later (Aged 2 and 3 yo)
Mental Development
Index (MDI) on the
Bayley-III Scale
Influence Influence
• Attention
• Processing Speed
Preterm Children’s
IQ at 11 Years of Age
Mediators of Preterm and Full-Term Differences in IQ
at Age 11 were the same at Birth and Ages 2 and 3.
(Rose, et al., 2001, 2002, 2003, 2004, 2005a, 2005b, 2009, 2001)
13
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• Recall
• Recognition
• Representation
Competence
14. The Cascading Model Includes
Connected Paths between Birth and Preadolescence
Birth status is
connected to the four
cognitive abilities
Increased
elementary abilities
lead to higher
complex abilities
Higher complex
information processing
abilities is connected to
higher IQ
(processing speed, attention, memory,
and representation competence) (Rose, et al., 2011)
14
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15. Cognitive and Neuropsychological Characteristics of Late
Preterm (34-36 GA) Preschoolers Born with Complications
Skills of LPT are
Associated with
Skills LPT are Not
Associated with
Visuospatial
(p=.005) Executive
Function
Visuomotor
(p=.012)
Noun Fluency
[p=.018]
Action-Verb Fluency
[p=.026]
Measured by
• Attention/Working Memory
• Receptive Language
• Expressive Language
• Nonverbal Reasoning
• Manual Coordination/
Dexterity Deficit
(Baron, Erickson, Ahronovich, Coulehan, Baker, & Litman, 2009) 15
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16. IQ differences remain even after controlling for gender, socioeconomic status (SES),
race, and ethnicity and after excluding children with severe disabilities from the
study population (Bhutta et al., 2002 in Lee, et a;., 2011)
16
Preterm IQ
Differences Remain
Gender Socioeconomic
status (SES) Race Ethnicity
…and after excluding preterm children with severe disabilities (Bhutta et al., 2002; Lee, et al., 2011)
even after controlling for
Mean Cognitive Scores of
Preterm Born Children and
Controls were Directly
Proportional to…
Birth
Weight
Gestational
Age
(2002)
ozella.brundidge@gmail.com 9/26/2017
Cognition is one of seven early childhood developmental domains. The other domains are: language, social and emotional, self-help and adaptive, spiritual and moral, fine motor, and gross motor.
Early cognitive abilities include processing sensory information, attention, thinking, memory, representational competence, nonlinguistic, and executive functions.
Michel, E., Roethlisberger, M., Neuenschwander, R., & Roebers, C. M. (2011). Development of Cognitive Skills in Children with Motor Coordination Impairments at 12-Month Follow-up. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, 17(2). doi: 10.1080/09297049.2010.525501
Worldartsme.com (nd). Hands on manipulatives. Retrieved from http://worldartsme.com/images/hands-on-manipulatives-clipart-1.jpg
Wooden activity cube toy bead shape sorter xylophone clock educational toddler. Retrieved from https://i.ebayimg.com/00/s/ODAwWDYwMA==/z/3xwAAOSw4CFYx-Kb/$_58.JPG
Dreamstimes (2017). Colorful train with happy smiling kid on and colorful pencils, playing blocks, ABC book, numbers for preschool active learning. Retrieved from https://teachingsexed.files.wordpress.com/2014/03/meaningful-engagement.jpg
Ebay (2017). Children born preterm, small for gestational age, or with low birth weight have significantly lower cognitive school readiness after controlling for social factors and prenatal risks. Retrieved from https://www.ebay.co.uk/p/8189-active-cube-sun-preschool-learning-toys-by-legler/1934697559
It is well accepted that premature birth and low birthweight affect cognitive abilities.
The four cognitive abilities which account for preterm and full-term differences on the mental development index (MDI) are attention, processing speed, memory, and representation competence.
Cognitive attention is vital for selecting and maintaining focus on perceived information experienced by the senses.
Wikipedia (26 February 2017). Attention. https://en.wikipedia.org/wiki/Attention
Representational competence is a complex ability directly related to the MDI.
Processing speed is indirectly related to the intelligence quotient (IQ).
Memory is also a complex ability directly related to MDI.
Attention and working memory are cognitive abilities associated with Executive control.
The elementary abilities that play a pivotal role in executive functions are cognitive flexibility, self-regulation, cognitive planning, and problem solving.
Cognitive flexibility – from Mental Health Daily Mental Health Blog (2016). What Is Cognitive Flexibility http://mentalhealthdaily.com/2015/07/24/ what-is-cognitive-flexibility/
Self-regulation – Stosny, S. (Oct 28, 2011). Self-Regulation-To feel better, focus on what is most important. Psychology Today blog. Retrieved from https://www.psychology today.com/blog/anger-in-the-age-entitlement/201110/self-regulation
Cognitive planning – Wikipedia (28 January 2017). Planning (cognitive). Retrieved from https://en.wikipedia.org/wiki/Planning_(cognitive)
Problem solving – Sprouts Development (2014). Problem Solving Skills. Retrieved from http://sproutsdevelopment.com/resources/problem-solving/
Cognitive flexibility – from Mental Health Daily Mental Health Blog (2016). What Is Cognitive Flexibility http://mentalhealthdaily.com/2015/07/24/ what-is-cognitive-flexibility/
Self-regulation – Stosny, S. (Oct 28, 2011). Self-Regulation-To feel better, focus on what is most important. Psychology Today blog. Retrieved from https://www.psychology today.com/blog/anger-in-the-age-entitlement/201110/self-regulation
Cognitive planning – Wikipedia (28 January 2017). Planning (cognitive). Retrieved from https://en.wikipedia.org/wiki/Planning_(cognitive)
Problem solving – Sprouts Development (2014). Problem Solving Skills. Retrieved from http://sproutsdevelopment.com/resources/problem-solving/
The Cascading Model shows that elementary infant information processing abilities influence complex infant abilities, also which influence MDI scores at 2 and 3-years of age and preterm preadolescence children’s IQ.
The Cascading Model revealed connected paths between cognitive abilities at birth and high complex information processes associated with IQ.
Researchers have found that cognitive and neuropsychological characteristics of late preterm preschoolers born with complications are visuospatial, visuomotor, and executive function.
LPT birth was associated with visuospatial (p=.005), visuomotor (p=.012), and executive function
(noun [p=.018] and action-verb [p=.026] fluency) relative deficits, but not attention/working memory,
receptive or expressive language, nonverbal reasoning, or manual coordination/dexterity deficit.
Preterm IQ differences remain even after controlling for gender, socioeconomic status, race, and ethnicity.
Linkedin Essay
Cognition is one of seven early childhood developmental domains. The other domains are: language, social and emotional, self-help and adaptive, spiritual and moral, fine motor, and gross motor. Early cognitive abilities include processing sensory information, attention, thinking, memory, representational competence, nonlinguistic, and executive functions. It is well accepted that premature birth and low birthweight affect cognitive abilities. The four cognitive abilities which account for preterm and full-term differences on the Baylor mental development index (MDI) are attention, processing speed, memory, and representation competence.
Cognitive attention is vital for selecting and maintaining focus on perceived information experienced by the senses. Representational Competence is a complex ability directly related to the MDI. While Processing speed is indirectly related to the intelligence quotient (IQ), and Memory is also a complex ability directly related to MDI. The elementary abilities that play a pivotal role in executive functions are cognitive flexibility, self-regulation, cognitive planning, and problem solving. Attention and working memory are cognitive abilities associated with Executive control.
The Cascading Model shows that elementary infant information processing abilities influence complex infant abilities, also influence MDI scores at 2 and 3-years of age and preterm preadolescence children’s IQ. The Cascading Model revealed connected paths between cognitive abilities at birth and high complex information processes associated with IQ. Researchers have found that cognitive and neuropsychological characteristics of late preterm preschoolers born with complications are visuospatial, visuomotor, and executive function. Preterm IQ differences remain even after controlling for gender, socioeconomic status, race, and ethnicity.
