The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment

被引:334
作者
Campbell, FA
Pungello, E
Miller-Johnson, S
Burchinal, M
Ramey, CT
机构
[1] Univ N Carolina, Frank Porter Graham Child Dev Ctr, Chapel Hill, NC 27599 USA
[2] Univ Alabama Birmingham, Citivan Int Res Ctr, Birmingham, AL 35487 USA
关键词
D O I
10.1037//0012-1649.37.2.231
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
In the Abecedarian Project, a prospective randomized trial, the effects of early educational intervention on patterns of cognitive and academic development among poor, minority children were examined. Participants in the follow-up were 104 of the original I I I participants in the study (98% African American). Early treatment was full-time, high-quality, educational child care from infancy to age 5. Cognitive test scores collected between the ages of 3 and 21 years and academic test scores from 8 to 21 years were analyzed. Treated children, on average, attained higher scores on both cognitive and academic tests, with moderate to large treatment effect sizes observed through age 21. Preschool cognitive gains accounted for a substantial portion of treatment differences in the development of reading and math skills. Intensive early childhood education can have long-lasting effects on cognitive and academic development.
引用
收藏
页码:231 / 242
页数:12
相关论文
共 56 条
[51]  
Wechsler D., 1967, MANUAL WECHSLER PRES
[52]  
Wechsler D., 2014, WECHSLER INTELLIGENC, V4th
[53]  
WEIKART DP, 1978, MONOGRAPHS HIGH SCOP, V3
[54]  
Woodcock R.W., 1977, WOODCOCK JOHNSON PSY
[55]  
WOODCOCK RW, 1989, WOODCOCKJOHNSON PSYC
[56]   WHEN PSYCHOLOGY INFORMS PUBLIC-POLICY - THE CASE OF EARLY-CHILDHOOD INTERVENTION [J].
WOODHEAD, M .
AMERICAN PSYCHOLOGIST, 1988, 43 (06) :443-454