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Several aspects of visual attention and their implications for recognition memory were examined in a longitudinal sample of full-term and preterm (birth weight < 1,750 g) infants seen at 5, 7, and 12 months of age. At all 3 ages, full-terms had shorter look durations, faster shift rates, less off-task behavior, and higher novelty scores than preterms. Both(More)
Processing speed was assessed at 5, 7, and 12 months in full-term and preterm infants (birth-weight < 1,750 g). Speed was gauged directly in a new task by presenting infants with a series of paired faces, one that remained the same across trials and one that changed; trials continued until infants showed a consistent novelty preference. At all ages,(More)
The relation of positive affect to attention and learning was examined in 5-, 7-, and 9-month-olds (N = 84). Affect and attention were assessed while the infants inspected a photograph. Affect was rated globally, for overall mood, and specifically, for amount of time smiling. Attention was indexed by the duration of the infant's longest (or peak) look, a(More)
Developmental change and stability of visual expectation and reaction times (RT) were examined at 5, 7, and 12 months in a longitudinal sample of term and preterm infants (birthweight <1,750 g). Using the traditional 200-ms cut-point to separate anticipatory from reactive saccades, RTs (and their standard deviations) declined markedly over age, whereas(More)
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(More)
Relations between infant visual recognition memory and later cognition have fueled interest in identifying the underlying cognitive components of this important infant ability. The present large-scale study examined three promising factors in this regard--processing speed, short-term memory capacity, and attention. Two of these factors, attention and(More)
This study provides the first direct evidence of cognitive continuity for multiple specific information processing abilities from infancy and toddlerhood to pre-adolescence, and provides support for the view that infant abilities and form the basis of later childhood abilities. Data from a large sample of children (N = 131) were obtained at five different(More)
A controversial issue in the field of language development is whether language emergence and growth is dependent solely on processes specifically tied to language or could also depend on basic cognitive processes that affect all aspects of cognitive competence (domain-general processes). The present article examines this issue using a large battery of(More)
This study identified deficits in executive functioning in pre-adolescent preterms and modeled their role, along with processing speed, in explaining preterm/full-term differences in reading and mathematics. Preterms (< 1750 g) showed deficits at 11 years on a battery of tasks tapping the three basic executive functions identified by Miyake -(More)
This study examined the relation of information processing in 7-month-old preterms (<1750 g at birth) and full-terms to Bayley Mental Development Indexes (MDIs) at 2 and 3 years. The infant measures were drawn from four cognitive domains: attention, speed, memory, and representational competence. Structural equation modeling showed that these measures of(More)