The changing yardstick in measurement of cognitive abilities in infancy

Glen P Aylward1, Brandon S Aylward

  • 1Division of Developmental-Behavioral Pediatrics/Psychology, Southern Illinois University School of Medicine, Springfield, IL 62794-9658, USA. Gaylward@siumed.edu

Insights

Accurate infant cognitive function measurement is challenging due to the Flynn effect and test revisions. Recommendations include using control groups and not solely relying on cognitive scores for at-risk infants.

Area of Science:

  • Developmental psychology
  • Pediatric neurocognition
  • Infant assessment

Background:

  • Accurate cognitive function measurement in infants, especially those at biologic risk, presents significant challenges.
  • Existing cognitive tests may be affected by secular changes (Flynn effect), revisions, and varying mean scores across versions.

Purpose of the Study:

  • To discuss concerns regarding accurate cognitive function measurement in infants.
  • To provide recommendations for improving the assessment of cognitive function in at-risk infants.

Main Methods:

  • Discussion of identified issues concerning infant cognitive testing.
  • Formulation of recommendations based on the discussed concerns.

Main Results:

  • Identified concerns include the Flynn effect, test version changes, higher mean scores in newer versions, and prematurity corrections.
  • Comparison of test scores over time or across different versions requires caution due to potential variations.

Conclusions:

  • Clinicians should exercise caution when interpreting infant cognitive scores, especially over time or across test versions.
  • Essential recommendations include the use of control groups in longitudinal studies and avoiding over-reliance on cognitive scores alone.
  • Further research into the Flynn effect across diverse pediatric subgroups and age ranges is warranted.

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