Evidence map›Paper›PMID 37998712›Full record

ArticleJournal of Intelligence2023

Does the Degree of Prematurity Relate to the

Emily L Winter, Jacqueline M Caemmerer, Sierra M Trudel, Johanna deLeyer-Tiarks, Melissa A Bray, Brittany A Dale, Alan S Kaufman

Erratum issuedOpen access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of Intelligence, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 4 papers.

0numbers the graph read from it
0cells of the map it votes in
4citing papers in PubMed
2.9field-weighted citation impact, top 9% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

4 citing papers in PubMed, 5 citations in OpenAlex.

  1. Article
  2. Article
  3. Article
  4. Article
4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

7 authors at 4 institutions in 1 country.

Emily L WinterSchool of Health Sciences Clinical PsyD Program, Touro University, New York, NY 10036, USA.
Jacqueline M CaemmererDepartment of Educational Psychology, University of Connecticut, Storrs, CT 06268, USA.ORCID 0000-0001-9555-3625
Sierra M TrudelDepartment of Occupational and Environmental Medicine, University of Connecticut School of Medicine, Farmington, CT 06030, USA.ORCID 0000-0001-6093-8832
Johanna deLeyer-TiarksSchool-Clinical Child Psychology Program, Pace University, New York, NY 10038, USA.
Melissa A BrayDepartment of Educational Psychology, University of Connecticut, Storrs, CT 06268, USA.
Brittany A DaleDepartment of Special Education, Ball State University, Muncie, IN 47306, USA.ORCID 0000-0002-0288-0449
Alan S KaufmanDepartment of Educational Psychology, University of Connecticut, Storrs, CT 06268, USA.
University of Connecticut · USBall State University · USPace University · USTouro College · US

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The literature on children born prematurely has consistently shown that full-term babies outperform preterm babies by about 12 IQ points, even when tested as adolescents, and this advantage for full-term infants extends to the language and motor domains as well. The results of comprehensive meta-analyses suggest that the degree of prematurity greatly influences later test performance, but these inferences are based on data from an array of separate studies with no control of potential confounding variables such as age. This study analyzed

Indexed as

age differencesBayley-4early childhood assessmentpreterm birth

Identifiers

PMID37998712
PMCPMC10671985
OpenAlexW4388538867

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.