Cognitive and Language Development in Preschoolers Is Related to Maternal Cognitive Performance: A Study of Young Mothers in an Urban Area of a City in Southern Brazil
Bibliographic record
Abstract
To evaluate the relationship between maternal cognitive performance and language and cognitive development of children between 24 and 36 months old of mothers who became pregnant in adolescence, in the city of Pelotas, Southern Brazil. This is a cross-sectional study nested in a cohort study with adolescent mothers who received prenatal care in the city’s public health system. To assess maternal cognitive performance, the Montreal Cognitive Assessment (MoCA) was used and Bayley Scales of Infant Development III (BSID-III) are used to assess children's language and cognition development. Data were analyzed using SPSS (Version 22.0) software. Pearson correlation, t-test, ANOVA and linear regression were performed. We evaluated 496 mother-child dyads. In the adjusted analysis, we found that children's language remained associated with maternal cognitive performance (p = .027, CI [0.0, 0.6]) and child’s gender (p < .001, CI [−7.2, −2.4]). Besides that children cognitive development remained associated with maternal cognitive performance (p = .008, CI [0.1, 0.6]) and child’s gender (p = .030, CI [−4.5, −0.2]). Our results suggest that poor maternal cognitive performance is associated with lower levels of children's language and cognitive development. The results contributing to early identification and intervention in children of mothers with poor cognitive performance at higher risk of negative developmental outcomes.
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How this classification was reachedexpand
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 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 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".