School of Education, Faculty of Social and Behavioural Sciences, The University of Queensland, Brisbane, Queensland, Australia.
J Appl Res Intellect Disabil. 2012 Sep;25(5):396-413. doi: 10.1111/j.1468-3148.2011.00673.x. Epub 2012 Jan 2.
Associations among cognitive development and intrapersonal and environmental characteristics were investigated for 89 longitudinal study participants with Down syndrome to understand developmental patterns associated with cognitive strengths and weaknesses.
Subtest scores of the Stanford-Binet IV collected between ages 4-30 years were analysed in multilevel models of age-related change. Predictor variables were systematically entered into the models to identify associations with development for each subtest.
Temperament, maternal education, medical conditions and school experiences were associated with cognitive differences. Additional associations with rate of development were detected for negative mood, persistence, maternal education level and elementary school experience for several subtests.
Early cognitive advantage and consistent opportunities to learn academic content appear to facilitate cognitive development, although this latter was confounded with ability and maternal education in this study. Data presented endorse research into interventions that enhance verbal and problem solving environments through-out early and middle childhood and target reductions in negative affect in relation to supporting cognitive development for individuals with Down syndrome.
为了了解与认知优势和劣势相关的发展模式，对 89 名唐氏综合征纵向研究参与者的认知发展以及个人和环境特征进行了关联研究。
采用斯坦福-比奈智力测验第四版（Stanford-Binet IV）的子测验分数，对 4-30 岁年龄相关变化的多层次模型进行分析。系统地将预测变量纳入模型，以确定每个子测验的发展与哪些因素相关。
气质、母亲的教育程度、医疗状况和学校经历与认知差异有关。对于几个子测验，还发现了与消极情绪、坚持性、母亲的教育水平和小学经历有关的发展速度的其他关联。
早期认知优势和持续学习学术内容的机会似乎有助于认知发展，尽管在这项研究中，这与能力和母亲的教育程度有关。目前的数据支持通过整个幼儿期和中期增强语言和解决问题环境的干预措施的研究，并针对减少与支持唐氏综合征个体认知发展相关的消极情绪。
