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The findings indicated that FA during early childhood was associated with language outcomes in toddlerhood (n = 131) and academic and attention self-report indices in late adolescence (n = 44). Pilot assessments indicated that FA at 17 years (n = 25) was also associated with concurrent academic and attention functioning. Structural equation modeling analyses revealed that neonatal brainstem functioning, manifested in auditory brainstem response patterns, was associated with early-life FA competence, which affected learning development. Implications underscore the essential role of early brainstem function and FA in shaping childhood learning trajectories.<\/jats:p>","DOI":"10.1111\/cdev.14167","type":"journal-article","created":{"date-parts":[[2024,9,19]],"date-time":"2024-09-19T05:20:51Z","timestamp":1726723251000},"page":"269-285","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":5,"title":["The role of focused attention in learning from early childhood to late adolescence: Implications of neonatal brainstem compromise following preterm birth"],"prefix":"10.1093","volume":"96","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2638-8018","authenticated-orcid":false,"given":"Or","family":"Burstein","sequence":"first","affiliation":[{"name":"Department of Psychology, Bar Ilan University , Ramat Gan 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