ArticleWellcome open research2025
Parental report of language, attention and executive functions at two years: correlational structure of measures and applications to prematurity.
Article in Wellcome open research, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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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.
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Who cites it
1 citing paper in PubMed.
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Authors and funding
9 authors.
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Abstract
Background: Parent-report measures are increasingly used in research and clinical settings to assess early cognitive outcomes after preterm birth. Directly observed cognitive measures often share a correlational structure, from which a general factor of cognition is calculable. We investigated associations between gestational age at birth and language, attention and executive function at two years using parent-report measures and examined whether a general factor could be derived from parental assessment of abilities across these domains. Methods: 183 2-year-old children (96 preterm and 87 term) were assessed for language using the Vineland Adaptive Behaviour Scales-3rd edition and the MacArthur-Bates Communicative Development Inventory, attention using the Early Childhood Behaviour Questionnaire, and executive functions using the Behaviour Rating Inventory of Executive Function-Preschool version. Linear regression was performed to determine associations with gestational age for each domain, adjusting for infant sex, age at testing, and maternal education. Spearman correlations ( Results: By parental report, gestational age at birth predicts language (standardised estimates 0.13 to 0.21, corrected Conclusions: Parents of 2-year-old preterm children report reduced language ability, but similar attention and executive function development compared to term-born children. A general factor explains a significant proportion of variance in parental ratings of cognition across domains in early childhood.
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