| 1. |
- Hövel, Holger, et al.
(författare)
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Auditory event-related potentials are related to cognition at preschool age after very preterm birth
- 2015
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Ingår i: Pediatric Research. - : Springer Science and Business Media LLC. - 0031-3998 .- 1530-0447. ; 77:4, s. 570-578
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Auditory event-related potentials (AERP) are neurophysiological correlates of sound perception and cognitive processes. Our aim was to study in very preterm born children at preschool age if AERP correlate with cognitive outcome. METHODS: Seventy children (mean +/- SD gestational age 27.4 +/- 1.9 wk, birth weight 996 +/- 288 g) were investigated at age 4.3-5.3 y with psychological testing (WPPSI-R, four subtests of NEPSY), Electroencephalogram was recorded while they listened to a repeated standard tone, randomly replaced by one of three deviants. Latencies and amplitudes for AERP components and mean amplitudes in successive 50-ms AERP time windows were measured. RESULTS: Better cognitive test results and higher gestational age correlated with shorter P1 latencies and more positive mean amplitudes 150-500 ms after stimulus change onset. Neonatal brain damage was associated with a negative displacement of AERP curves. Neonatal morbidity had an impact on earlier time windows while gestational age and brain damage on both early and later time windows. CONCLUSION: AERP measures were associated with cognitive outcome. Neonatal morbidity mainly affects early cortical auditory encoding, while immaturity and brain damage additionally influence higher cortical functions of auditory perception and distraction. Perinatal auditory environment might play a role in development of auditory processing.
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| 2. |
- Sjoe, Nina Madsen, et al.
(författare)
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Short Danish Version of the Tools for Early Assessment in Math (TEAM) for 3–6-Year-Olds
- 2019
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Ingår i: Early Education and Development. - : Informa UK Limited. - 1040-9289 .- 1556-6935. ; 30:2, s. 238-258
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Tidskriftsartikel (refereegranskat)abstract
- Sound assessment tools are needed to evaluate effects of mathematics interventions that familiarize children with early mathematics concepts before they enter the formal school system. We developed a short version of an existing early mathematics tool based on analyses of data collected in a nationally representative Danish sample. Research findings: The Danish adaptation and development process of the Tools for Early Assessment in Math (TEAM) for children aged 3−6 years was carried out in four steps: (a) choosing and translating relevant items, (b) conducting a pilot study, (c) testing items in a representative sample of Danish children aged 3−6 years (n = 5,621), and (d) analyses based on Rasch models. The process resulted in a final 19-item version—the DK-TEAM (final)—that has no differential item functioning relative to age and gender and is sensitive to the full range of abilities. The great majority of the children viewed the test as enjoyable. Practice or Policy: The DK-TEAM (final) appears to be broadly applicable for young Danish children, though the modest reliability at 3 years (which may be remediable by adding easy items) should be kept in mind.
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