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Full-Text Articles in Psychology
Longer Gestation Among Children Born Full Term Influences Cognitive And Motor Development, Emma V. Espel, Laura M. Glynn, Curt A. Sandman, Elyssia Poggi Davis
Longer Gestation Among Children Born Full Term Influences Cognitive And Motor Development, Emma V. Espel, Laura M. Glynn, Curt A. Sandman, Elyssia Poggi Davis
Psychology Faculty Articles and Research
Children born preterm show persisting impairments in cognitive functioning, school achievement, and brain development. Most research has focused on implications of birth prior to 37 gestational weeks; however, the fetal central nervous system continues to make fundamental changes throughout gestation. Longer gestation is associated with reduced morbidity and mortality even among infants born during the period clinically defined as full term (37–41 gestational weeks). The implications of shortened gestation among term infants for neurodevelopment are poorly understood. The present study prospectively evaluates 232 mothers and their full term infants (50.4% male infants) at three time points across the first postnatal …
Predictors Of Cognitive Enhancement After Training In Preschoolers From Diverse Socioeconomic Backgrounds, M. Soledad Segretin, Sebastian J. Lipina, M. Julia Hermida, Tiffany D. Sheffield, Jennifer M. Nelson, Kimberly A. Espy, Jorge A. Colombo
Predictors Of Cognitive Enhancement After Training In Preschoolers From Diverse Socioeconomic Backgrounds, M. Soledad Segretin, Sebastian J. Lipina, M. Julia Hermida, Tiffany D. Sheffield, Jennifer M. Nelson, Kimberly A. Espy, Jorge A. Colombo
Department of Psychology: Faculty Publications
The association between socioeconomic status and child cognitive development, and the positive impact of interventions aimed at optimizing cognitive performance, are well-documented. However, few studies have examined how specific socio-environmental factors may moderate the impact of cognitive interventions among poor children. In the present study, we examined how such factors predicted cognitive trajectories during the preschool years, in two samples of children from Argentina, who participated in two cognitive training programs (CTPs) between the years 2002 and 2005: the School Intervention Program (SIP;N=745) and the Cognitive Training Program (CTP;N=333). In both programs children were trained weekly for 16 week sand …