Burstein Or, Sabag Maya, Kurtzman Lea, Geva Ronny
Department of Psychology, Bar Ilan University, Ramat Gan, Israel.
The Gonda Multidisciplinary Brain Research Center, Bar Ilan University, Ramat Gan, Israel.
Child Dev. 2025 Jan-Feb;96(1):269-285. doi: 10.1111/cdev.14167. Epub 2024 Sep 19.
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.
这项全面的纵向研究首次探讨了新生儿脑干异常、注意力集中（FA）与学习之间的相互关系。该研究追踪了一个早产队列（N = 175；46.3%为女性；主要为白人），从出生（2003 - 2006年）到17岁。研究结果表明，幼儿期的注意力集中与学步期的语言发展结果（n = 131）以及青少年晚期的学业和注意力自我报告指标（n = 44）相关。初步评估表明，17岁时的注意力集中（n = 25）也与同时期的学业和注意力功能相关。结构方程模型分析显示，以听觉脑干反应模式表现的新生儿脑干功能与早期的注意力集中能力相关，而这又影响了学习发展。这些发现强调了早期脑干功能和注意力集中在塑造儿童学习轨迹中的重要作用。
