School of Psychology, Faculty of Science, University of Auckland, Private Bag 92019, 1142, Auckland, New Zealand.
Centre for Longitudinal Research - He Ara ki Mua, The University of Auckland, Auckland, New Zealand.
Child Psychiatry Hum Dev. 2024 Aug;55(4):1031-1043. doi: 10.1007/s10578-022-01453-1. Epub 2022 Nov 14.
We investigated the association between persistence and change in behavioral difficulties during early to middle childhood and several cognitive outcomes. We observed 3904 8-year-olds enrolled in the longitudinal study Growing Up in New Zealand (50% male/female; 23% Māori, 9% Pacific Peoples, 13% Asian, 2% Middle Eastern/Latin American/African, 9% Other, 43% European). The NIH Toolbox Cognition Battery was used to assess cognitive functioning at 8 years and the Strengths and Difficulties Questionnaire for behavioral difficulties at 4.5 and 8 years. Multivariate logistic regression analyses were conducted, controlling for well-known sociodemographic confounders. Children with persistent or later onset of behavioral difficulties were at higher risk for poorer vocabulary, reading, inhibitory control/attention, episodic memory, working memory and processing speed at age 8 compared to children with no or improved difficulties. Our study supports the importance of addressing both cognitive and behavioral aspects when planning educational programmes and interventions in early and middle childhood.
我们研究了儿童早期到中期行为困难的持续存在和变化与多种认知结果之间的关系。我们观察了在新西兰长大的纵向研究中（50%的男性/女性；23%毛利人，9%太平洋岛民，13%亚洲人，2%中东/拉丁美洲/非洲人，9%其他，43%欧洲人）的 3904 名 8 岁儿童。使用 NIH 工具包认知电池在 8 岁时评估认知功能，在 4.5 岁和 8 岁时使用强项和困难问卷评估行为困难。进行了多变量逻辑回归分析，控制了众所周知的社会人口混杂因素。与没有或改善困难的儿童相比，持续存在或后期出现行为困难的儿童在 8 岁时词汇、阅读、抑制控制/注意力、情景记忆、工作记忆和处理速度较差的风险更高。我们的研究支持在计划早期和中期的教育计划和干预措施时，既要考虑认知方面，也要考虑行为方面的重要性。
