# COGNITIVE DEFICITS IN HIGH RISK INFANTS

> **NIH NIH R01** · ALBERT EINSTEIN COLLEGE OF MEDICINE · 1994 · $276,888

## Abstract

This proposal is designed to continue our efforts to improve the
identification of infants at risk for cognitive deficits and to better
understand the nature and extent of the newly uncovered infant-child
continuities in intellectual functioning. These recent demonstrations of
predictive validity from infancy into later childhood are of enormous
theoretical significance, indicating that cognitive abilities can be
assessed in infancy, that individual differences in these abilities can be
detected, and that some of these differences are related to later
cognition.

The primary aim of the present proposal is to begin to elucidate the basis
for this continuity. Our strategy for doing this will be to examine
measures of four cognitive processes that are thought to be implicated in
the cross-age relations uncovered to date. These are the following:
memory, speed of information processing, attention, and representational
competence. Differences in any or all of these could underlie individual
differences in infant information processing as well as the relations that
have been observed between infant measures and later IQ. These aims will
be pursued in a longitudinal study of fullterms and high-rink preterms
(<1500g) in which infants are first seen at 7 months and subsequently at
12, 24, and 36 months.

The specific aims are to (a) assess the independence, specificity, and
stability of performance on measures designed to tap these four areas,
(b)examine the extent to which infants' ability in each area is related to
later IQ, (c) identity the processes that underlie the relation between
visual recognition memory (one of the principal infant measures) and later
IQ, (d) more precisely and fully specify the areas of cognitive function
in which preterms show deficits, and (e) examine the role of behavioral,
social, environmental, and medical factors in mediating or moderating
infant-child continuities.

Understanding the nature of early cognition, its developmental course, and
the qualities of mind that form the basis for longitudinal relations is of
fundamental importance for understanding the ontogeny of later deficits,
for developing early diagnostic instruments, and for the rational design
of intervention programs.

## Key facts

- **NIH application ID:** 2197033
- **Project number:** 2R01HD013810-11
- **Recipient organization:** ALBERT EINSTEIN COLLEGE OF MEDICINE
- **Principal Investigator:** SUSAN A ROSE
- **Activity code:** R01 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 1994
- **Award amount:** $276,888
- **Award type:** 2
- **Project period:** 1980-07-01 → 1999-07-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/2197033

## Citation

> US National Institutes of Health, RePORTER application 2197033, COGNITIVE DEFICITS IN HIGH RISK INFANTS (2R01HD013810-11). Retrieved via MORVS 2026-10-25 from https://api.morvs.ai/grant/nih/2197033. Licensed CC0.

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