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Sequential In vivo Imaging of Osteogenic Stem/Progenitor Cells During Fracture Repair
Published on: May 23, 2014
Skull fracture during infancy: a five-year follow-up
Nigel V Marsh1, Gabrielle Whitehead
1School of Psychology, University of New England, Armidale, NSW, Australia. nmarsh2@pobox.une.edu.au
Journal of Clinical and Experimental Neuropsychology
|June 23, 2005
Summary
Infants with skull fractures, often resulting in mild traumatic brain injury (TBI), may experience lasting deficits in visual attention and face memory years later, impacting complex nonverbal processing.
Area of Science:
- Neuroscience
- Developmental Psychology
- Pediatric Traumatology
Background:
- Skull fractures in infancy are a significant concern.
- Traumatic brain injury (TBI) can have long-term neurodevelopmental consequences.
- Understanding the specific cognitive sequelae of early TBI is crucial for intervention.
Purpose of the Study:
- To assess the long-term neuropsychological, academic, and psychosocial functioning of children with a history of infantile skull fracture.
- To compare the outcomes of children with TBI resulting from skull fracture to a matched control group.
Main Methods:
- A cohort of 19 children with infantile skull fractures (mostly mild TBI) was compared to 20 orthopedic controls.
- Participants were assessed at least 5 years post-injury.
- Groups were matched for gender, age, and socioeconomic status.
Main Results:
- The TBI group showed significant impairments in visual attention and facial memory.
- No significant differences were found in language, sensorimotor, or visuospatial functions.
- Academic performance and psychosocial functioning did not differ between groups.
Conclusions:
- Infantile skull fractures, even mild TBI, can lead to persistent deficits in specific cognitive areas.
- Enduring impairments are noted in processing complex nonverbal stimuli.
- Most cognitive and psychosocial functions remain intact, highlighting the specificity of deficits.
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