Stability in cognition across early childhood. A developmental cascade
Marc H Bornstein1, Chun-Shin Hahn, Clare Bell
1National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, Maryland 20892-7971, USA. Marc_H_Bornstein@nih.gov
Psychological Science
|February 10, 2006
Summary
This study reveals a predictable cascade of cognitive abilities from infancy to childhood, challenging the idea that individual development is unstable. Early infancy sets a foundation for later cognitive growth.
Area of Science:
- Developmental Psychology
- Cognitive Science
- Child Development
Background:
- Children assimilate environmental information, developing cognitive structures.
- Developmental science examines group and individual changes over time.
- Previous beliefs suggested individual cognitive development is unpredictable.
Purpose of the Study:
- To investigate the stability and predictability of cognitive development in children.
- To identify species-typical cognitive abilities and their developmental trajectory.
- To determine if infancy represents a critical setting point for individual development.
Main Methods:
- A large-scale, controlled, multivariate, prospective, microgenetic, 4-year longitudinal study.
- Tracking cognitive abilities from infancy through childhood.
- Statistical analysis of developmental trajectories.
Main Results:
- A statistically significant cascade of species-typical cognitive abilities was observed from infancy to childhood.
- Individual cognitive development showed predictable patterns, contrary to prevailing opinion.
- Infancy was identified as a significant, albeit small, setting point for individual development.
Conclusions:
- Cognitive development from infancy to childhood follows a predictable cascade.
- Individual cognitive abilities are more stable than previously assumed.
- Early infancy plays a crucial role in setting the stage for later cognitive development.
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