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Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Postinfancy growth, schooling, and cognitive achievement: Young Lives

Benjamin T Crookston1, Whitney Schott, Santiago Cueto

  • 1Department of Health Science, Brigham Young University, Provo, UT (BTC); the Population Studies Center, University of Pennsylvania, Philadelphia, PA (WS); the Grupo de Analisis para el Desarrollo, Lima, Peru (SC); the Boston University Department of International Health and Center for Global Health and Development, Boston, MA (KAD); the Department of Psychology and Child Development, Cal Poly State University, San Luis Obispo, CA (PE); the Young Lives study, Department of International Development, University of Oxford, Oxford, United Kingdom (AG); the Nutrition and Health Sciences Program, Laney Graduate School, Emory University, Atlanta, GA (EAL); the Instituto de Investigación Nutricional, Lima, Peru (MEP); the Hubert Department of Global Health, Rollins School of Public Health, Emory University, Atlanta, GA (ADS); and the Economics and Sociology Departments and Population Studies Center, University of Pennsylvania, Philadelphia, PA (JRB).

The American Journal of Clinical Nutrition
|September 27, 2013
PubMed
Summary

Catching up on growth after infancy significantly improves cognitive skills and school performance. Interventions for nutrition in early school years are also important for child development.

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