HIGH-RISK CHILDREN AND IQ - ALTERING INTERGENERATIONAL PATTERNS

This article presents data and concepts relevant to the Abecedarian Experiment and derivative experimental early childhood intervention PrOgrams for high-risk children. The article is structured around the following 4 issues: 1. What is the developmental course of intelligence for a high-risk subgroup of the general population? 2. To what extent are levels of intelligence for a high-risk group alterable through systematic intervention? 3. Is the course of intelligence affected by different or differently timed interventions? 4. What mechanisms account for altered intellectual performance? It is concluded that the preponderance of evidence supports the positive malleability of early intellectual development, the readiness for school, and subsequent school performance. Directions for future research are identified.