Cohen S E
University of California at Los Angeles, Department of Pediatrics 90024, USA.
J Dev Behav Pediatr. 1995 Feb;16(1):36-41.
In a prospective longitudinal study of a cohort of 105 subjects born prematurely, competence was assessed from infancy through late adolescence. A biosocial model guided the research. Neonatal neurobehavioral organization (a composite of term visual attention, amount of time in active sleep, and 407 EEG pattern) and early social stimulation (the amount of talking the mother addressed to the infant during a home observation when the infant was 1 month old) in conjunction with social class were used to predict competence at key age periods through late adolescence. Intellectual competence, school achievement, social competence, and self perception of cognitive competence were studied. The results indicate that measures taken in the early infancy period were predictive of later competence, particularly intellectual competence, above and beyond social class. Twenty-eight percent of the variance in 18-year IQ scores was explained by the predictor variables. The study highlights the importance of directing efforts to improve the social environment of both the infant and the family.
在一项针对105名早产儿的前瞻性纵向研究中，从婴儿期到青春期后期对能力进行了评估。一个生物社会模型指导了这项研究。新生儿神经行为组织（足月视觉注意力、活跃睡眠时长和407脑电图模式的综合指标）和早期社会刺激（婴儿1个月大时在家中观察期间母亲与婴儿交谈的时长）与社会阶层相结合，用于预测青春期后期关键年龄段的能力。研究了智力能力、学业成绩、社交能力和认知能力的自我认知。结果表明，婴儿早期采取的测量指标能够预测后期的能力，尤其是智力能力，且超出了社会阶层的影响。预测变量解释了18岁智商分数中28%的方差。该研究强调了努力改善婴儿和家庭社会环境的重要性。
