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This study identified deficits in executive functioning in pre‐adolescent preterms and modeled their role, along with processing speed, in explaining preterm/full‐term differences in reading and mathematics. Preterms (< 1750 g) showed deficits at 11 years on a battery of tasks tapping the three basic executive functions identified by Miyake – updating/working memory, inhibition, and shifting. Confirmatory...
There is considerable dispute about the nature of infant memory. Using SEM models, we examined whether popular characterizations of the structure of adult memory, including the two‐process theory of recognition, are applicable in the infant and toddler years. The participants were a cohort of preterms and full‐terms assessed longitudinally – at 1, 2, and 3 years – on a battery containing tasks of...
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