Is intelligence of preterm children different from full-term children? Commentary on Rapuc et al. (2023) / Andreas DEMETRIOU in Journal of Child Psychology and Psychiatry, 65-7 (July 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-7 (July 2024) . - p.984-988 Titre : Is intelligence of preterm children different from full-term children? Commentary on Rapuc et al. (2023) Type de document : Texte imprimé et/ou numérique Auteurs : Andreas DEMETRIOU, Auteur Article en page(s) : p.984-988 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Rapuc et al. (Journal of Child Psychology and Psychiatry, 2023) found that Full-Scale IQ of preterm children is significantly lower than full-term children. Also, although the structure of intelligence appeared to involve the same clusters of cognitive ability, relations between abilities were stronger in preterm children, implying that abilities are more differentiated in full-term than in preterm children. This commentary examined if these findings hold when different modelling methods are used. Instead of the network analysis used in the target article (Rapuc et al., 2023), I used confirmatory factor analysis and special forms of structural equation modelling designed to capture interactions between processes and their differentiation from general cognitive ability. I found, in line with the target article, that premature children scored lower overall in cognitive ability, and that cognitive processes are more strongly related in preterm than in full-term children. However, in contrast to the target article, specific abilities tended to differentiate with increasing general ability in preterm rather than in full-term children. In full-term children, increases in specific abilities were commensurate with increases in general ability. These differences may reflect slower development in preterm children and stronger dependence on executive processes dominating in preschool. Clinical implications are discussed. En ligne : https://doi.org/10.1111/jcpp.13922 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532 [article] Is intelligence of preterm children different from full-term children? Commentary on Rapuc et al. (2023) [Texte imprimé et/ou numérique] / Andreas DEMETRIOU, Auteur . - p.984-988. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-7 (July 2024) . - p.984-988 Index. décimale : PER Périodiques Résumé : Rapuc et al. (Journal of Child Psychology and Psychiatry, 2023) found that Full-Scale IQ of preterm children is significantly lower than full-term children. Also, although the structure of intelligence appeared to involve the same clusters of cognitive ability, relations between abilities were stronger in preterm children, implying that abilities are more differentiated in full-term than in preterm children. This commentary examined if these findings hold when different modelling methods are used. Instead of the network analysis used in the target article (Rapuc et al., 2023), I used confirmatory factor analysis and special forms of structural equation modelling designed to capture interactions between processes and their differentiation from general cognitive ability. I found, in line with the target article, that premature children scored lower overall in cognitive ability, and that cognitive processes are more strongly related in preterm than in full-term children. However, in contrast to the target article, specific abilities tended to differentiate with increasing general ability in preterm rather than in full-term children. In full-term children, increases in specific abilities were commensurate with increases in general ability. These differences may reflect slower development in preterm children and stronger dependence on executive processes dominating in preschool. Clinical implications are discussed. En ligne : https://doi.org/10.1111/jcpp.13922 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532

The typical and atypical developing mind: a common model / Andreas DEMETRIOU in Development and Psychopathology, 37-2 (May 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-2 (May 2025) . - p.1095-1107 Titre : The typical and atypical developing mind: a common model Type de document : Texte imprimé et/ou numérique Auteurs : Andreas DEMETRIOU, Auteur ; George SPANOUDIS, Auteur ; Timothy C. PAPADOPOULOS, Auteur Article en page(s) : p.1095-1107 Langues : Anglais (eng) Mots-clés : architecture of mind  atypical mind  cognitive development  neurodevelopmental disorders  typical mind Index. décimale : PER Périodiques Résumé : We present a theory of atypical development based on a developmental theory of the typical mind integrating developmental, cognitive, and psychometric theory and research. The paper comprises three parts. First, it outlines the theory of typical development. The theory postulates central cognitive mechanisms, such as relational integration, executive and inferential processes, and domain-specific processes underlying different environmental relations, such as visuospatial or quantitative relations. Cognitive development advances in cycles satisfying developmental priorities in mastering these systems, such as executive control from 2-6 years, inferential control from 7-11 years, and truth control from 12-18 years. Second, we discuss atypical development, showing how each neurodevelopmental disorder emerges from deficiencies in one or more of the processes comprising the architecture of the mind. Deficiencies in relational integration mechanisms, together with deficiencies in social understanding, yield autism spectrum disorder. Deficiencies in executive processes yield attention-deficit and hyperactivity disorder. Deficiencies in symbolic representation yield specialized learning difficulties, such as dyslexia and dyscalculia. Finally, we discuss clinical and educational implications, suggesting the importance of early diagnosis of malfunctioning in each of these dimensions and specific programs for their remediation. En ligne : https://dx.doi.org/10.1017/S0954579424000944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552 [article] The typical and atypical developing mind: a common model [Texte imprimé et/ou numérique] / Andreas DEMETRIOU, Auteur ; George SPANOUDIS, Auteur ; Timothy C. PAPADOPOULOS, Auteur . - p.1095-1107. Langues : Anglais (eng) in Development and Psychopathology > 37-2 (May 2025) . - p.1095-1107 Mots-clés : architecture of mind  atypical mind  cognitive development  neurodevelopmental disorders  typical mind Index. décimale : PER Périodiques Résumé : We present a theory of atypical development based on a developmental theory of the typical mind integrating developmental, cognitive, and psychometric theory and research. The paper comprises three parts. First, it outlines the theory of typical development. The theory postulates central cognitive mechanisms, such as relational integration, executive and inferential processes, and domain-specific processes underlying different environmental relations, such as visuospatial or quantitative relations. Cognitive development advances in cycles satisfying developmental priorities in mastering these systems, such as executive control from 2-6 years, inferential control from 7-11 years, and truth control from 12-18 years. Second, we discuss atypical development, showing how each neurodevelopmental disorder emerges from deficiencies in one or more of the processes comprising the architecture of the mind. Deficiencies in relational integration mechanisms, together with deficiencies in social understanding, yield autism spectrum disorder. Deficiencies in executive processes yield attention-deficit and hyperactivity disorder. Deficiencies in symbolic representation yield specialized learning difficulties, such as dyslexia and dyscalculia. Finally, we discuss clinical and educational implications, suggesting the importance of early diagnosis of malfunctioning in each of these dimensions and specific programs for their remediation. En ligne : https://dx.doi.org/10.1017/S0954579424000944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552

---

1 (1 - 2 / 2)