Auditory Processing in Growth-Restricted Fetuses and Newborns and Later Language Development
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
Growth-restricted fetuses and newborns are at increased risk for language deficits, and language impairments have been associated with increased risk for cognitive, social, emotional, and behavioral clinical disorders. Auditory-information processing was examined longitudinally in 167 fetuses in Study 1, 96 of whom were reexamined as newborns in Study 2. In Study 3, language was assessed at 15 months of age for 75 infants from Study 1. Compared with participants who were appropriately grown for gestational age, growth-restricted fetuses showed less sustained response to their mother’s voice; growth-restricted newborns showed less recovery to a novel word after habituation and no preference for their mother’s voice. At 15 months of age, those infants who had been born growth restricted showed expressive-language deficits on Mullen Scales of Early Learning and MacArthur-Bates Communicative Development Inventory subscales. Our results support the hypothesis that fetal growth restriction affects the development of auditory-system functioning and indicate that it may be possible to identify individual fetuses and newborns at risk for language deficits and to intervene early, when the foundation for language is being laid.
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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