Early intervention and mediating processes in cognitive performance of children of low-income African American families

被引:153
作者
Burchinal, MR
Campbell, FA
Bryant, DM
Wasik, BH
Ramey, CT
机构
[1] UNIV N CAROLINA, CHAPEL HILL, NC USA
[2] UNIV ALABAMA, BIRMINGHAM, AL USA
关键词
D O I
10.1111/j.1467-8624.1997.tb01972.x
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
This longitudinal study of 161 African American children from low-income families examined multiple influences, including early childhood interventions and characteristics of the child and family, on longitudinal patterns of children's cognitive performance measured between 6 months and 8 years of age. Results indicate that more optimal patterns of cognitive development were associated with intensive early educational child care, responsive stimulating care at home, and higher maternal IQ. In accordance with a general systems model, analyses also suggested that child care experiences were related to better cognitive performance in part through enhancing the infant's responsiveness to his or her environment. Maternal IQ had both a direct effect on cognitive performance during early childhood and, also, an indirect effect through its influence on the family environment.
引用
收藏
页码:935 / 954
页数:20
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