ABSTRACT
Although the study of individual differences in infant cognition dates back to the 1970s, the amount of attention devoted to research on this topic has increased dramatically over the past decade. Such interest has been fueled largely by the finding that measures of early cognition show modest but significant prediction of intellectual function in childhood and adolescence (Bornstein & Sigman, 1986; Colombo, 1993; Fagan, 1981; McCall & Carriger, 1993; McCall & Mash, 1995). That is, individual differences in performance on some cognitive tasks show some continuity from infancy to early childhood.
