The effect of breastfeeding on children’s educational test scores at nine years of age: Results of an Irish cohort study

2011 ◽  
Vol 72 (9) ◽  
pp. 1515-1521 ◽  
Author(s):  
Cathal McCrory ◽  
Richard Layte
Keyword(s):  
Cohort Study ◽  
Test Scores ◽  
Educational Test

scholarly journals Low intelligence test scores in 18 year old men and risk of suicide: cohort study

BMJ ◽  
2004 ◽  
Vol 330 (7484) ◽  
pp. 167 ◽  
Author(s):  
D Gunnell ◽  
P K E Magnusson ◽  
F Rasmussen
Keyword(s):  
Cohort Study ◽  
Test Scores ◽  
Intelligence Test ◽  
Intelligence Test Scores ◽  
Old Men

scholarly journals Cognitive trajectories from infancy to early adulthood following birth before 26 weeks of gestation: a prospective, population-based cohort study

2017 ◽  
Vol 103 (4) ◽  
pp. 363-370 ◽  
Author(s):  
Louise Linsell ◽  
Samantha Johnson ◽  
Dieter Wolke ◽  
Helen O’Reilly ◽  
Joan K Morris ◽  
...  
Keyword(s):  
Cohort Study ◽  
Cognitive Function ◽  
Test Scores ◽  
Infant Development ◽  
Maternal Education ◽  
Early Adulthood ◽  
Population Based ◽  
Mean Difference ◽  
Cognitive Test ◽  
Extremely Preterm

ObjectiveTo determine the trajectory of cognitive test scores from infancy to adulthood in individuals born extremely preterm compared with term-born individuals.DesignA prospective, population-based cohort study.Setting276 maternity units in the UK and Ireland.Patients315 surviving infants born less than 26 completed weeks of gestation recruited at birth in 1995 and 160 term-born classroom controls recruited at age 6.Main outcome measuresBayley Scales of Infant Development-Second Edition (age 2.5); Kaufman Assessment Battery for Children (ages 6/11); Wechsler Abbreviated Scale of Intelligence-Second Edition (age 19).ResultsThe mean cognitive scores of extremely preterm individuals over the period were on average 25.2 points below their term-born peers (95% CI −27.8 to −22.6) and remained significantly lower at every assessment. Cognitive trajectories in term-born boys and girls did not differ significantly, but the scores of extremely preterm boys were on average 8.8 points below those of extremely preterm girls (95% CI −13.6 to −4.0). Higher maternal education elevated scores in both groups by 3.2 points (95% CI 0.8 to 5.7). Within the extremely preterm group, moderate/severe neonatal brain injury (mean difference: −10.9, 95% CI −15.5 to −6.3) and gestational age less than 25 weeks (mean difference: −4.4, 95% CI −8.4 to −0.4) also had an adverse impact on cognitive function.ConclusionsThere is no evidence that impaired cognitive function in extremely preterm individuals materially recovers or deteriorates from infancy through to 19 years. Cognitive test scores in infancy and early childhood reflect early adult outcomes.

Wechsler Digit Span Subtest: Diagnostic Usefulness with Dyslexic Children

1989 ◽  
Vol 69 (1) ◽  
pp. 115-125 ◽  
Author(s):  
Carol S. Spafford
Keyword(s):  
Principal Component Analysis ◽  
Test Scores ◽  
Cross Validation ◽  
Digit Span ◽  
Principal Component ◽  
Verbal Iq ◽  
Educational Test ◽  
Diagnostic Usefulness ◽  
Correlated Factors ◽  
Made In

The current study supports Levinson's contention (1988) that the diagnosis of dyslexia cannot be based solely on neurophysiological evidence but must be made in conjunction with reading and educational test scores. Contrary to much current research, in the present study specific WISC—R profiles are identified within a stringently defined subgroup of 57 9- to 12-yr.-old dyslexic children. Well-defined subtest scatter can differentiate dyslexics from proficient readers. In particular, the Digit Span subtest, which is not routinely administered by psychologists or included in computing Verbal IQ, can be considered an important component of a diagnostic battery. Unexpectedly, Coding emerged with Digit Span as a third factor in a principal component analysis; statistically significant sex differences appeared on the Coding task. Findings appear to confirm the phonological encoding deficiencies displayed by dyslexics on the Digit Span subtest. This study strongly supports consideration of WISC—R subtest differences, along with correlated factors, neurophysiological and perceptual evidence, when diagnosing dyslexic children. Cross-validation is planned.

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