Cognitive and educational outcomes in early adulthood for infants weighing 1000 grams or less at birth
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
AIM: To assess the intelligence quotient (IQ) and academic achievement in early adulthood of a cohort of extremely-low-birthweight (ELBW 1000 g) subjects. METHODS: All 82 ELBW survivors consecutively born in or referred to a single tertiary center in 1976-1981 were traced at a mean age of 18 y. Three disabled children had died. Fifty-nine subjects (75%) had their IQ tested and 69 (87%) responded to a questionnaire. They were compared to 44 term, normal birthweight (NBW) matched controls. Outcome measures were: IQ (Wechsler Adult Intelligence Scale) and educational outcome. The main outcome variables were compared between groups and analyzed for neonatal and demographic data and in the ELBW group for childhood data. RESULTS: There was a strong relationship (r2=0.55, p<0.0001) between childhood and adult IQ for the 41 ELBW subjects tested at both ages (6.1+/-1.3 and 18.4+/-1.9 y). Differences were significant between ELBW and NBW groups: in mean full-scale IQ (94+/-12 vs 108+/-14), verbal IQ (93+/-12 vs 106+/-14) and performance IQ (97+/-14 vs 109+/-16) (p<0.0001). Differences between ELBW and NBW groups in prevalence of IQ<85 (19 vs 2%, p=0.012), of schooling in a regular curriculum for age (36 vs 68%, p=0.0011), of requirement for special classes or schools (33 vs 9%, p=0.0032), and of obtainment of secondary school diploma for those 18 y or older (56 vs 85%, p=0.018) were largely due to fathers' socio-economic score. CONCLUSION: ELBW subjects had a mean adult IQ in the normal range; however, it was one standard deviation below that of NBW subjects and they had more school failures. Despite this, more than half of ELBW subjects aged 18 y or more had obtained their secondary school diploma.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it