+ Site Statistics
References:
54,258,434
Abstracts:
29,560,870
PMIDs:
28,072,757
+ Search Articles
+ Subscribe to Site Feeds
Most Shared
PDF Full Text
+ PDF Full Text
Request PDF Full Text
+ Follow Us
Follow on Facebook
Follow on Twitter
Follow on LinkedIn
+ Translate
+ Recently Requested

Cortisol, contingency learning, and memory in preterm and full-term infants



Cortisol, contingency learning, and memory in preterm and full-term infants



Psychoneuroendocrinology 31(1): 108-117



Cortisol plays an important role in learning and memory. An inverted-U shaped function has been proposed to account for the positive and negative effects of cortisol on cognitive performance and memory in adults, such that too little or too much impair but moderate amounts facilitate performance. Whether such relationships between cortisol and mental function apply to early infancy, when cortisol secretion, learning, and memory undergo rapid developmental changes, is unknown. We compared relationships between learning/memory and cortisol in preterm and full-term infants and examined whether a greater risk for adrenal insufficiency associated with prematurity produces differential cortisol-memory relationships. Learning in three-month old (corrected for gestational age) preterm and full-term infants was evaluated using a conjugate reinforcement mobile task. Memory was tested by repeating the same task 24h later. Salivary cortisol samples were collected before and 20 min after the presentation of the mobile. We found that preterm infants had lower cortisol levels and smaller cortisol responses than full-term infants. This is consistent with relative adrenal insufficiency reported in the neonatal period. Infants who showed increased cortisol levels from 0 to 20 min on Day 1 had significantly better memory, regardless of prematurity, than infants who showed decreased cortisol levels.

(PDF emailed within 0-6 h: $19.90)

Accession: 011906862

Download citation: RISBibTeXText

PMID: 16122876

DOI: 10.1016/j.psyneuen.2005.06.007


Related references

Contingency Learning and Reactivity in Preterm and Full-Term Infants at 3 Months. Infancy 13(6): 570-595, 2008

The relative kicking frequency of infants born full-term and preterm during learning and short-term and long-term memory periods of the mobile paradigm. Physical Therapy 85(1): 8-18, 2004

Physiological correlates of memory recall in infancy: vagal tone, cortisol, and imitation in preterm and full-term infants at 6 months. Infant Behavior and Development 33(2): 219-234, 2010

The performance of infants born preterm and full-term in the mobile paradigm: learning and memory. Physical Therapy 84(9): 808-821, 2004

Patterns of motherinfant interaction and contingency learning in full-term infants. Infant and Child Development 6(1): 37-45, 1997

Serum cortisol levels the 1st 10 days in full term and preterm infants. Israel Journal of Medical Sciences 21(2): 170-172, 1985

Serum cortisol levels: the first 10 days in full-term and preterm infants. Israel Journal of Medical Sciences 21(2): 170-172, 1985

Location memory in healthy preterm and full-term infants. Infant Behavior & Development 19(3): 309-323, 1996

The Dietary Composition of Women Who Delivered Healthy Full-Term Infants, Preterm Infants, and Full-Term Infants Who Were Small for Gestational Age. Biological Research for Nursing 17(5): 495-502, 2016

Effects of haptic cues on visual recognition memory in full term and preterm infants. Infant Behavior & Development 2(1): 55-68, 1979

The emergence of top-down, sensory prediction during learning in infancy: A comparison of full-term and preterm infants. Developmental Psychobiology 60(5): 544-556, 2018

Attention and recognition memory in the 1st year of life: a longitudinal study of preterm and full-term infants. Developmental Psychology 37(1): 135-151, 2001

Assessment and stability of early learning abilities in preterm and full-term infants across the first two years of life. Research in Developmental Disabilities 34(5): 1721-1730, 2013

Electrophysiological evidence of statistical learning of long-distance dependencies in 8-month-old preterm and full-term infants. Brain and Language 148: 25-36, 2016

The Assessment of Preterm Infants' Behavior (APIB): furthering the understanding and measurement of neurodevelopmental competence in preterm and full-term infants. Mental Retardation and Developmental Disabilities Research Reviews 11(1): 94-102, 2005