Beyond the Bayley: Neurocognitive assessments of development during infancy and toddlerhood

Natalie H. Brito; William P. Fifer; Dima Amso; Rachel  Barr; Martha Ann Bell; Susan  Calkins; Albert Flynn; Hawley E. Montgomery-Downs; Lisa M. Oakes; John E. Richards; Larissa M. Samuelson; John Colombo

doi:10.1080/87565641.2018.1564310

Beyond the Bayley: Neurocognitive assessments of development during infancy and toddlerhood

Natalie H. Brito, William P. Fifer, Dima Amso, Rachel Barr, Martha Ann Bell, Susan Calkins, Albert Flynn, Hawley E. Montgomery-Downs, Lisa M. Oakes, John E. Richards, Larissa M. Samuelson, John Colombo

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Abstract

The use of global, standardized instruments is conventional among clinicians and researchers interested in assessing neurocognitive development. Exclusively relying on these tests for evaluating effects may underestimate or miss specific effects on early cognition. The goal of this review is to identify alternative measures for possible inclusion in future clinical trials and interventions evaluating early neurocognitive development. The domains included for consideration are attention, memory, executive function, language and socio-emotional development. Although domain-based tests are limited, as psychometric properties have not yet been well-established, this review includes tasks and paradigms that have been reliably used across various developmental psychology laboratories.

Original language	English
Pages (from-to)	220-247
Number of pages	28
Journal	Developmental Neuropsychology
Volume	44
Issue number	2
Early online date	7 Jan 2019
DOIs	https://doi.org/10.1080/87565641.2018.1564310
Publication status	Published - Mar 2019

Keywords

cognition
infants
toddlers
measurement

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10.1080/87565641.2018.1564310

Accepted_manuscriptAccepted author manuscript, 750 KB

Larissa Samuelson
- L.Samuelsonuea.acuk
- Developmental Science - Member
- School of Psychology - Professor in Psychology
- Cognition, Action and Perception - Member
Person: Research Group Member, Academic, Teaching & Research

The Dynamics of Visual Attention and Word Learning
Samuelson, L., Spencer, J., Bhat, A., Cassidy, J. & Cassidy, J.
National Institutes of Health
4/08/15 → 30/04/22
Project: Research

Cite this

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title = "Beyond the Bayley: Neurocognitive assessments of development during infancy and toddlerhood",

abstract = "The use of global, standardized instruments is conventional among clinicians and researchers interested in assessing neurocognitive development. Exclusively relying on these tests for evaluating effects may underestimate or miss specific effects on early cognition. The goal of this review is to identify alternative measures for possible inclusion in future clinical trials and interventions evaluating early neurocognitive development. The domains included for consideration are attention, memory, executive function, language and socio-emotional development. Although domain-based tests are limited, as psychometric properties have not yet been well-established, this review includes tasks and paradigms that have been reliably used across various developmental psychology laboratories.",

keywords = "cognition, infants, toddlers, measurement",

author = "Brito, {Natalie H.} and Fifer, {William P.} and Dima Amso and Rachel Barr and Bell, {Martha Ann} and Susan Calkins and Albert Flynn and Montgomery-Downs, {Hawley E.} and Oakes, {Lisa M.} and Richards, {John E.} and Samuelson, {Larissa M.} and John Colombo",

year = "2019",

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doi = "10.1080/87565641.2018.1564310",

language = "English",

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AU - Brito, Natalie H.

AU - Fifer, William P.

AU - Amso, Dima

AU - Barr, Rachel

AU - Bell, Martha Ann

AU - Calkins, Susan

AU - Flynn, Albert

AU - Montgomery-Downs, Hawley E.

AU - Oakes, Lisa M.

AU - Richards, John E.

AU - Samuelson, Larissa M.

AU - Colombo, John

PY - 2019/3

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KW - cognition

KW - infants

KW - toddlers

KW - measurement

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DO - 10.1080/87565641.2018.1564310

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ER -

Beyond the Bayley: Neurocognitive assessments of development during infancy and toddlerhood

Abstract

Keywords

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Profiles

Larissa Samuelson

Projects

The Dynamics of Visual Attention and Word Learning

Cite this