Child Neuropsychology最新文献_第2页

Cognitive functioning in children and adolescents with cerebral palsy living in Sweden. 瑞典脑瘫儿童和青少年的认知功能。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2025-10-08 DOI: 10.1080/09297049.2025.2566090

Ann I Alriksson-Schmidt, Barbro Lindquist, Maja J Knudsen, Pia Ödman, Åsa Korsfeldt, Kristine Stadskleiv

{"title":"Cognitive functioning in children and adolescents with cerebral palsy living in Sweden.","authors":"Ann I Alriksson-Schmidt, Barbro Lindquist, Maja J Knudsen, Pia Ödman, Åsa Korsfeldt, Kristine Stadskleiv","doi":"10.1080/09297049.2025.2566090","DOIUrl":"https://doi.org/10.1080/09297049.2025.2566090","url":null,"abstract":"Cognition in children with cerebral palsy (CP) is often affected. How cognition differs by functional level and subtype is not clear, and the effects of adapted response modes need investigation. In this study, the aims were to investigate how many psychologists reported that interpreters and/or augmentative and alternative communication (AAC) were used, how many assessments were adapted, if there were clinical characteristics associated with whom had been assessed, and to delineate scores from the Wechsler scales with CP by sex, subtype, gross motor function (GMFCS), manual abilities (MACS), and communication level (CFCS). This was a Swedish register study that included two cohorts of children with CP. Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III/IV) and Wechsler Intelligence Scale for Children (WISC-IV/V) served as dependent variables. Descriptive statistics, logistic regression, and multiple regressions were performed. Interpreters and AAC were used in 5% and 13% of the assessments, respectively. Adapted assessments were associated with lower verbal intelligence (VIQ), performance intelligence (PIQ), and full-scale intelligence (FSIQ) mean scores. Assessment practices were associated with GMFCS, MACS, and subtype. Age was negatively associated with PIQ and FSIQ. Children with spastic unilateral CP scored higher than children with ataxic CP on VIQ, PIQ, and FSIQ. Mean scores were significantly different across MACS levels. Children with less affected gross motor, manual, and communication functioning and those with spastic CP were more likely to be assessed. Irrespective of subtype, GMFCS, MACS, and CFCS levels, the ranges of scores were wide, highlighting the great heterogeneity of cognition in this population.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-29"},"PeriodicalIF":1.9,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145250079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evidence based on internal structure of the Brazilian version of ABAS-3 parents forms. 基于巴西版ABAS-3父母表格内部结构的证据。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2025-10-03 DOI: 10.1080/09297049.2025.2567456

Tally L Tafla, Tatiana Pontrelli Mecca, Felipe Valentini, Ana Paula Santos, Maria Cristina Triguero Veloz Teixeira

{"title":"Evidence based on internal structure of the Brazilian version of ABAS-3 parents forms.","authors":"Tally L Tafla, Tatiana Pontrelli Mecca, Felipe Valentini, Ana Paula Santos, Maria Cristina Triguero Veloz Teixeira","doi":"10.1080/09297049.2025.2567456","DOIUrl":"https://doi.org/10.1080/09297049.2025.2567456","url":null,"abstract":"Adaptive behavior assessment is crucial for understanding individuals' functional abilities. The Adaptive Behavior Assessment System-Third Edition (ABAS-3) is widely used for this purpose, but its internal structure requires validation in different cultural contexts. This study examined the internal structure validity evidence of the Brazilian Portuguese version of the ABAS-3 using item-level data. To evaluate the factor structure of the Brazilian Portuguese version of the ABAS-3 Parent Forms and determine the best-fitting model for assessing adaptive functioning. A total of 2594 children from both public and private schools in Brazil, ranging from preschoolers to school-aged individuals, were assessed through parent reports using the Brazilian Portuguese versions of Parent/Primary Caregiver Form/Ages 0-5 and Parent Form/Ages 5-21. Confirmatory factor analyses were conducted to test three models: a three-factor model, a three-factor-plus-general-factor model, and a single general factor model. Hierarchical structures were considered to determine the most appropriate factor solution. The findings supported the validity of the three-factor model (conceptual, social, and practical domains) and three-factor-plus-general-factor model. The latter provided the best fit, allowing for both domain-specific and general adaptive functioning score interpretations. This model aligns with the theoretical framework of adaptive functioning according to the three domains (conceptual, social, and practical). The Brazilian Portuguese version of the ABAS-3 Parent Forms demonstrates strong internal structure validity, supporting its use in assessing adaptive functioning in Brazilian children. The results reinforce the suitability of this instrument for clinical and research applications.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-23"},"PeriodicalIF":1.9,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145211706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development and revision of the nonverbal ability test for identifying gifted programs in Türkiye(BNV-II). <s:1>基耶儿童资优项目非语言能力测试的发展与修订。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2025-10-01 Epub Date: 2025-02-01 DOI: 10.1080/09297049.2025.2458522

Ahmet Bіldіren, Mahmut Çіtіl, Bahtiyar Dіldeğmez, Sevinç Zeynep Kavruk, İrem Akçayır

{"title":"Development and revision of the nonverbal ability test for identifying gifted programs in Türkiye(BNV-II).","authors":"Ahmet Bіldіren, Mahmut Çіtіl, Bahtiyar Dіldeğmez, Sevinç Zeynep Kavruk, İrem Akçayır","doi":"10.1080/09297049.2025.2458522","DOIUrl":"10.1080/09297049.2025.2458522","url":null,"abstract":"The present study aims to develop the Bildiren Nonverbal Ability Test, Second Version (BNV-II), intended for the identification of gifted children at the primary school level. The first version of the test was originally created as a paper-and-pencil assessment. However, to reduce the risk of individuals becoming overly familiar with the test items due to repeated annual administration without modifications, the BNV-II was revised into a digital format for tablet use, incorporating updated items. In the initial phase of the study, the test was constructed in two forms, A and B, and administered to a pilot sample of 1,360 children aged 6-10 years old, drawn from various locations across Türkiye. The final version of the test was determined through an item difficulty, item discrimination, and item-total score correlation analysis. A norming study was subsequently conducted, involving a total of 6,567 children in Türkiye. The sample for Form A comprised 1,560 females (48%) and 1,659 males (52%), while Form B included 1,628 females (49%) and 1,720 males (51%). Reliability was assessed using test-retest, split-half, KR-20, and KR-21 methods, with standard error, standard deviation, and reliability coefficients calculated. Content, construct, and criterion-related validity were evaluated. The KR-20 reliability coefficient was 0.92 for both forms, and test-retest reliability was 0.91. Parallel-form reliability was 0.86, while correlations between BNV-II total scores and those of NNAT-I, TONI-3, and RSPM were 0.85, 0.86, and 0.77, respectively. These results confirm the BNV-II as a reliable and valid tool for identifying gifted children in Türkiye.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1003-1030"},"PeriodicalIF":1.9,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143073957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Deficits in learning and overnight memory consolidation in children with mild sleep-disordered breathing. 轻度睡眠呼吸障碍儿童的学习和夜间记忆巩固缺陷。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2025-10-01 Epub Date: 2025-02-13 DOI: 10.1080/09297049.2025.2462088

Bethanie Menzies, Arthur Teng, Angela D'Rozario, Bruce Williamson, Suncica Lah

{"title":"Deficits in learning and overnight memory consolidation in children with mild sleep-disordered breathing.","authors":"Bethanie Menzies, Arthur Teng, Angela D'Rozario, Bruce Williamson, Suncica Lah","doi":"10.1080/09297049.2025.2462088","DOIUrl":"10.1080/09297049.2025.2462088","url":null,"abstract":"Sleep disordered breathing (SDB) has its peak incidence in early childhood, but research into the impact of disrupted sleep on learning and overnight memory consolidation has been largely neglected in this population. Hence, we aimed to determine if children with SDB show deficits in learning and overnight consolidation of declarative and procedural memories compared to healthy control (HC) children. Forty-nine children aged 7-16 years (24 SDB, 25 HC) completed a cognitive battery, including two declarative (one verbal, one visual) and one procedural memory task. We manipulated the level of learning (three learning trials or 60% set criterion) on the visual memory task. Recall was assessed at two delays (30 minutes and overnight). Children with SDB underwent an overnight polysomnography sleep study. On declarative visual memory tasks, children with SDB needed more learning trials to reach the set criterion but had intact overnight consolidation. Within the SDB group, more trials to reach the criterion was associated with less time in NREM2 sleep. On the procedural memory task, the opposite pattern of intact learning but reduced overnight consolidation was found. Within the SDB group, worse overnight procedural memory consolidation was associated with less NREM2 sleep and more NREM3 sleep. School-aged children with SDB had deficits in overnight procedural memory consolidation and reduced declarative learning. These findings highlight the adverse consequences of SDB on memory and learning in children and underscore the need to assess recovery of cognitive deficits with treatment in future studies.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1044-1065"},"PeriodicalIF":1.9,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143413595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Elevated scaled scores when using the digital version of the WISC-V coding subtest. 使用wiscc - v编码子测试的数字版本时，提高了量表分数。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2025-10-01 Epub Date: 2025-02-03 DOI: 10.1080/09297049.2025.2459444

Stephanie Malarbi, Rachel Ellis, Elisha K Josev, Kristina M Haebich, Thi-Nhu-Ngoc Nguyen, Kristal Lau, Alice C Burnett, Natalie Pride, Jonathan M Payne, Peter J Anderson

{"title":"Elevated scaled scores when using the digital version of the WISC-V coding subtest.","authors":"Stephanie Malarbi, Rachel Ellis, Elisha K Josev, Kristina M Haebich, Thi-Nhu-Ngoc Nguyen, Kristal Lau, Alice C Burnett, Natalie Pride, Jonathan M Payne, Peter J Anderson","doi":"10.1080/09297049.2025.2459444","DOIUrl":"10.1080/09297049.2025.2459444","url":null,"abstract":"This study investigated the digital version of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) Coding subtest in a large Australian clinical and non-clinical sample of 6-11 year old children (N = 794). Data was retrospectively pooled from several studies. Results showed the digital Coding scaled score was significantly elevated compared with all other subtests (M difference = 2.01, 95% CI. 1.74-2.27). Overall FSIQ was higher when calculated using Coding compared with Symbol Search (M difference = 2.067, 95% CI. 1.79-2.34). The Coding and Symbol Search discrepancy in digital administration did not vary according to age and was unrelated to general intelligence. Girls scored higher on average than boys on the digital Coding subtest, but there was no sex effect for the digital Symbol Search subtest (girls: M = 10.76, 95% CI 10.41-11.12; boys: M = 10.27, 95% CI 9.92-10.63). Inflated digital Coding scaled scores were observed across our subsamples of clinical and non-clinical cases, without any significant group differences. Overall, our findings support the notion that the digital WISC-V Coding subtest is inflated, particularly for girls, supporting cessation in the digital administration of this subtest.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1031-1043"},"PeriodicalIF":1.9,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143078677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

[Formula: see text] Traditional and alternative scores in performance tests to measure executive functions: differential associations with children's academic performance. 衡量执行功能的表现测试中的传统和另类分数：与儿童学业表现的不同联系。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2025-10-01 Epub Date: 2025-02-14 DOI: 10.1080/09297049.2025.2462094

Wenying Hou, Christine Resch, Rico Möckel, Lex Borghans, Petra P M Hurks

{"title":"[Formula: see text] Traditional and alternative scores in performance tests to measure executive functions: differential associations with children's academic performance.","authors":"Wenying Hou, Christine Resch, Rico Möckel, Lex Borghans, Petra P M Hurks","doi":"10.1080/09297049.2025.2462094","DOIUrl":"10.1080/09297049.2025.2462094","url":null,"abstract":"This study explores the relationship between children's academic performance and their results on cognitive function tests. Traditionally, cognitive test scores often reflect overall accuracy or speed. Yet, these overall scores are often influenced by both diverse executive functions (EF) and non-EF cognitive processes. To isolate specific cognitive functions, alternative scoring methods have been developed, which aim to measure one cognitive function more purely. We investigated whether combining traditional overall scores with alternative scores claiming to measure strategy use improves the prediction of children's academic performance. Three cognitive tests were administered: Verbal Fluency test, Design Fluency test, and Rey-Osterrieth Complex Figure test, alongside factors such as age, IQ, sex, and parental education, in a sample of 132 Dutch-speaking children (aged 9.48-12.63 years; 61 girls). For each test, we calculated traditional total scores and alternative scores. Academic performance was assessed using arithmetic and reading tests, along with secondary school advice. The findings indicate that both traditional and alternative scores positively correlate with secondary school advice and children's arithmetic and reading performance, but not with parental reports. Combining traditional and alternative scores enhances predictive accuracy for only arithmetic outcomes. However, once IQ was controlled for, the predictive value of alternative scores focused on strategy use diminished. Consequently, our findings suggest that combining both scoring methods can offer a superior prediction of academic outcomes, at least in arithmetic, underscoring their merit in psychodiagnostics assessment.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1066-1098"},"PeriodicalIF":1.9,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143413600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Symptom presentation and neurocognitive performance following sport-related concussion in adolescents with and without ADHD. 患有和未患有多动症的青少年在运动相关脑震荡后的症状表现和神经认知能力。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2025-10-01 Epub Date: 2025-02-23 DOI: 10.1080/09297049.2025.2465517

Tahnae Tarkenton Allen, Stephen Bunt, Cason Hicks, Nyaz Didehbani, Logan Shurtz, Cheryl H Silver, C Munro Cullum

{"title":"Symptom presentation and neurocognitive performance following sport-related concussion in adolescents with and without ADHD.","authors":"Tahnae Tarkenton Allen, Stephen Bunt, Cason Hicks, Nyaz Didehbani, Logan Shurtz, Cheryl H Silver, C Munro Cullum","doi":"10.1080/09297049.2025.2465517","DOIUrl":"10.1080/09297049.2025.2465517","url":null,"abstract":"The possible impact of premorbid Attention-Deficit/Hyperactivity Disorder (ADHD) in the recovery process following sport-related concussion (SRC) in adolescents is not clear. The purpose of this study was to investigate the impact of ADHD together with other selected variables on symptom presentation and neurocognitive performance in a well-matched sample of adolescents with SRC. We hypothesized that more symptoms and poorer neurocognitive performance would be observed in those with ADHD. Symptoms from the Sideline Concussion Assessment Tool-5 and cognitive test results from the Immediate Post-Concussion Assessment and Cognitive Test (ImPACT) were examined at initial visit, and symptoms were re-assessed at 3-months in a sample of 112 participants with (n = 56) and without (n = 56) ADHD (ages 12-18 years; M = 14.68, SD = 1.77) who were matched by age, sex, ethnicity/race, and days post-injury. Exclusion criteria included severe medical illness or moderate/severe brain injury and lack of English fluency. No significant group differences were found in total symptoms (p = .145), symptom severity (p = .179), or neurocognitive functioning at initial visit (all p > .79) or at 3 months. However, athletes with ADHD reported more nausea (p = 0.22) and feeling slowed down at initial testing (p = .021). Additionally, premorbid anxiety influenced symptom report (p = .010). ADHD did not appear to pose a specific risk for greater symptom burden or neurocognitive deficits in the first 3 months post-concussion.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1124-1137"},"PeriodicalIF":1.9,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12353079/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143482251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Adaptation and validation of a social information processing assessment procedure for research. 适应与验证社会信息处理评估程序的研究。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2025-10-01 Epub Date: 2025-02-06 DOI: 10.1080/09297049.2025.2462757

Beatriz Ortega Vidal, María Verónica Jimeno Jiménez, José Miguel Latorre, Maaike Marijn Van Rest

{"title":"Adaptation and validation of a social information processing assessment procedure for research.","authors":"Beatriz Ortega Vidal, María Verónica Jimeno Jiménez, José Miguel Latorre, Maaike Marijn Van Rest","doi":"10.1080/09297049.2025.2462757","DOIUrl":"10.1080/09297049.2025.2462757","url":null,"abstract":"Biases and deficits in social information processing (SIP) skills are associated with social maladjustment in children and adolescents. There is much literature on the association between processing skills and their relationship to aggressive behavior, but there is limited knowledge about their association with other types of antisocial behavior. In this study we conducted a Spanish adaptation and validation of the Sociale Informatie Verwerkings Test, a Dutch research assessment and diagnostic instrument. For this purpose, construct, content and criterion validity were analyzed through their association with antisocial behaviors. Exploratory factor analysis supported the structure of the measure in a sample of 364 adolescents aged 12-18 years (55.2% female) from a high school in Spain. Constructs underlying the items of the new assessment were associated with SIP steps and profiles from SIP theory. SIP steps in the data of the new adaptation were related to each other being consistent with the theoretical conceptualization. The results showed associations between self-reported antisocial behaviors in adolescents with a greater tendency to aggressive SIP processing style. Treatment and training of such behaviors starts with valid assessment of the specific skills and steps that are biased or deficient, to which the current study contributes.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1099-1123"},"PeriodicalIF":1.9,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143254717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Correction. 修正。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2025-10-01 Epub Date: 2025-03-27 DOI: 10.1080/09297049.2025.2485442

引用次数: 0

[Formula: see text] The impact of gestational age on executive function in infancy and early-to-middle childhood following preterm birth: a systematic review. 胎龄对婴儿期和早产后早期至中期儿童执行功能的影响：一项系统综述。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2025-10-01 Epub Date: 2025-02-26 DOI: 10.1080/09297049.2025.2467950

Raj Seraya Bhatoa, Simrit Nijjar, Joe Bathelt, Michelle de Haan

{"title":"[Formula: see text] The impact of gestational age on executive function in infancy and early-to-middle childhood following preterm birth: a systematic review.","authors":"Raj Seraya Bhatoa, Simrit Nijjar, Joe Bathelt, Michelle de Haan","doi":"10.1080/09297049.2025.2467950","DOIUrl":"10.1080/09297049.2025.2467950","url":null,"abstract":"Lower gestational age (GA) is a risk factor for cognitive and developmental concerns following preterm birth. However, its impact on executive function (EF) is unclear based on conflicting conclusions across the literature. Moreover, as children below 4 years have largely been neglected from previous reviews, the impact of GA on EF within this early developmental period remains unclear. Hence, this systematic review investigated the impact of GA on EF following preterm birth in infancy and early-to-middle childhood. PubMed, Web of Science, and PsycInfo were searched for articles investigating the impact of GA on EF (inhibition, working memory, shifting) in preterm-born (<37 week gestation) and term-born participants aged 0-10 years. Eighteen studies were included. Most of the studies (n = 10) found no significant association between EF and GA. However, several limitations hindered conclusions to be drawn about the strength of this interpretation. Examples include inconsistencies in the theoretical underpinnings and operationalisations of EF, discrepancies in the reporting and measurement of GA, recruitment biases, and a paucity of infant or longitudinal studies available. Consequently, these issues may have contributed to inconsistent or null findings, and they must be addressed in future research to better clarify the impact of GA on EF in preterm-born infants and children.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1138-1178"},"PeriodicalIF":1.9,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143514808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0