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Developmental Neuropsychology Volume 44, 2019 - Issue 2
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Beyond the Bayley: Neurocognitive Assessments of Development During Infancy and Toddlerhood

Natalie H. BritoDepartment of Applied Psychology, New York University, New York, NY, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-1016-0094
ORCID Icon,
William P. FiferDivision of Developmental Neuroscience, New York State Psychiatric Institute, New York, NY, USA
,
Dima AmsoDepartment of Cognitive, Linguistic, and Psychological Sciences, Brown University, Providence, RI, USA
,
Rachel BarrDepartment of Psychology, Georgetown University, Washington, DC, USA
,
Martha Ann BellDepartment of Psychology, Virginia Tech, Blacksburg, VA, USA
,
Susan CalkinsDepartment of Human Development and Family Studies, University of North Carolina at Greensboro, Greensboro, NC, USAORCID Iconhttps://orcid.org/0000-0001-7680-8266
ORCID Icon,
Albert FlynnSchool of Food and Nutritional Sciences, University College Cork, Cork, Ireland
,
Hawley E. Montgomery-DownsDepartment of Psychology, West Virginia University, Morgantown, WV, USA
,
Lisa M. OakesDepartment of Psychology, University of California, Davis, CA, USA
,
John E. RichardsDepartment of Psychology, University of South Carolina, Columbia, SC, USA
,
Larissa M. SamuelsonDepartment of Psychology, University of East Anglia, Norfolk, UK
&
John ColomboDepartment of Psychology, University of Kansas, Lawrence, KS, USA
 show all
Pages 220-247 | Received 22 Jul 2018, Accepted 17 Dec 2018, Published online: 07 Jan 2019
 
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ABSTRACT

The use of global, standardized instruments is conventional among clinicians and researchers interested in assessing neurocognitive development. Exclusively relying on these tests for evaluating effects may underestimate or miss specific effects on early cognition. The goal of this review is to identify alternative measures for possible inclusion in future clinical trials and interventions evaluating early neurocognitive development. The domains included for consideration are attention, memory, executive function, language, and socioemotional development. Although domain-based tests are limited, as psychometric properties have not yet been well-established, this review includes tasks and paradigms that have been reliably used across various developmental psychology laboratories.

Acknowledgments

This paper was the result of a two-day workshop organized and sponsored by Mead Johnson Nutrition on the state of the art in assessment of neurodevelopment in infants and toddlers. The contents and its organization are solely the work of the authors and do not reflect any direct input from the sponsor.

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