{"title":"从幼儿期到青春后期,集中注意力在学习中的作用:早产后新生儿脑干受损的影响","authors":"Or Burstein, Maya Sabag, Lea Kurtzman, Ronny Geva","doi":"10.1111/cdev.14167","DOIUrl":null,"url":null,"abstract":"This comprehensive longitudinal study explored for the first time the interrelations between neonatal brainstem abnormalities, focused attention (FA), and learning—following a preterm cohort (<i>N</i> = 175; 46.3% female; predominantly White) from birth (2003–2006) to 17 years. The findings indicated that FA during early childhood was associated with language outcomes in toddlerhood (<i>n</i> = 131) and academic and attention self-report indices in late adolescence (<i>n</i> = 44). Pilot assessments indicated that FA at 17 years (<i>n</i> = 25) was also associated with concurrent academic and attention functioning. Structural equation modeling analyses revealed that neonatal brainstem functioning, manifested in auditory brainstem response patterns, was associated with early-life FA competence, which affected learning development. Implications underscore the essential role of early brainstem function and FA in shaping childhood learning trajectories.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"332 1","pages":""},"PeriodicalIF":3.9000,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The role of focused attention in learning from early childhood to late adolescence: Implications of neonatal brainstem compromise following preterm birth\",\"authors\":\"Or Burstein, Maya Sabag, Lea Kurtzman, Ronny Geva\",\"doi\":\"10.1111/cdev.14167\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This comprehensive longitudinal study explored for the first time the interrelations between neonatal brainstem abnormalities, focused attention (FA), and learning—following a preterm cohort (<i>N</i> = 175; 46.3% female; predominantly White) from birth (2003–2006) to 17 years. The findings indicated that FA during early childhood was associated with language outcomes in toddlerhood (<i>n</i> = 131) and academic and attention self-report indices in late adolescence (<i>n</i> = 44). Pilot assessments indicated that FA at 17 years (<i>n</i> = 25) was also associated with concurrent academic and attention functioning. Structural equation modeling analyses revealed that neonatal brainstem functioning, manifested in auditory brainstem response patterns, was associated with early-life FA competence, which affected learning development. Implications underscore the essential role of early brainstem function and FA in shaping childhood learning trajectories.\",\"PeriodicalId\":10109,\"journal\":{\"name\":\"Child development\",\"volume\":\"332 1\",\"pages\":\"\"},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2024-09-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Child development\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1111/cdev.14167\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child development","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/cdev.14167","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
摘要
这项综合纵向研究首次探讨了新生儿脑干异常、集中注意力(FA)和学习之间的相互关系,并对早产儿群体(人数=175;46.3%为女性;主要为白人)从出生(2003-2006年)到17岁的整个过程进行了跟踪研究。研究结果表明,幼儿期的注意力缺陷与幼儿期的语言成果(131 人)以及青春期后期的学业和注意力自我报告指数(44 人)有关。试点评估表明,17 岁时的 FA(n = 25)也与同时出现的学习和注意力功能相关。结构方程模型分析表明,表现为听觉脑干反应模式的新生儿脑干功能与早期 FA 能力相关,而早期 FA 能力会影响学习发展。这凸显了早期脑干功能和FA在塑造儿童学习轨迹中的重要作用。
The role of focused attention in learning from early childhood to late adolescence: Implications of neonatal brainstem compromise following preterm birth
This comprehensive longitudinal study explored for the first time the interrelations between neonatal brainstem abnormalities, focused attention (FA), and learning—following a preterm cohort (N = 175; 46.3% female; predominantly White) from birth (2003–2006) to 17 years. The findings indicated that FA during early childhood was associated with language outcomes in toddlerhood (n = 131) and academic and attention self-report indices in late adolescence (n = 44). Pilot assessments indicated that FA at 17 years (n = 25) was also associated with concurrent academic and attention functioning. Structural equation modeling analyses revealed that neonatal brainstem functioning, manifested in auditory brainstem response patterns, was associated with early-life FA competence, which affected learning development. Implications underscore the essential role of early brainstem function and FA in shaping childhood learning trajectories.
期刊介绍:
As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.