TY - JOUR
T1 - Prerequisite skills in cognitive testing
T2 - Innovations in theory and recommendations for practice
AU - Kaat, Aaron J.
AU - Bishop, Somer
AU - Condy, Emma
AU - Sullivan, Nancy R.
AU - Soorya, Latha
AU - Thurm, Audrey
N1 - Funding Information:
Research reported in this manuscript was partially supported by the National Institutes of Health under grant 1U24OD023319 and through the Intramural Research Program ZICMH002961. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.
Publisher Copyright:
© 2021 Elsevier Inc.
PY - 2021/4/1
Y1 - 2021/4/1
N2 - Testing cognitive skill development is important for diagnostic, prognostic, and monitoring purposes, especially for young children and individuals with neurodevelopmental disorders. Developmental tests have been created for infants and toddlers, while traditional IQ tests are often employed beginning in the later preschool period. However, IQ tests rely on developmental skills that are rapidly changing during early childhood. Here, we introduce the idea of prerequisite skills in developmental domains, which are discrete skills required for, but not explicitly tested by, traditional IQ tests. Focusing on general cognition, particularly among children with a chronological or mental age under 4 years, may fail to capture important nuances in skill development. New skill-based assessments are needed in general, and in particular for categorization, which is foundational to higher-order cognitive skills. Novel measures quantifying categorization skills would provide a more sensitive measure of development for young children and older individuals with low developmental levels.
AB - Testing cognitive skill development is important for diagnostic, prognostic, and monitoring purposes, especially for young children and individuals with neurodevelopmental disorders. Developmental tests have been created for infants and toddlers, while traditional IQ tests are often employed beginning in the later preschool period. However, IQ tests rely on developmental skills that are rapidly changing during early childhood. Here, we introduce the idea of prerequisite skills in developmental domains, which are discrete skills required for, but not explicitly tested by, traditional IQ tests. Focusing on general cognition, particularly among children with a chronological or mental age under 4 years, may fail to capture important nuances in skill development. New skill-based assessments are needed in general, and in particular for categorization, which is foundational to higher-order cognitive skills. Novel measures quantifying categorization skills would provide a more sensitive measure of development for young children and older individuals with low developmental levels.
KW - Categorization
KW - Cognitive testing
KW - Concept formation
KW - Early childhood
KW - Neurodevelopmental disorders
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U2 - 10.1016/j.cogdev.2021.101038
DO - 10.1016/j.cogdev.2021.101038
M3 - Review article
C2 - 33833479
AN - SCOPUS:85103113575
VL - 58
JO - Cognitive Development
JF - Cognitive Development
SN - 0885-2014
M1 - 101038
ER -