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The reciprocal relation between the home environment and the development of 148 slow-learning adolescents was examined longitudinally over a 3-year period. Annual assessments of the home environment included child-rearing attitudes, educationally relevant stimuli and opportunities, and psychosocial climate and environmental press of the home. Measures of the adolescents' development included social com-* petency, psychosocial adjustment, and self-concept. Partial correlation and hierarchical multiple regression analysis revealed significant influence of environmental stimulation, both cognitive and social, on the adolescents' subsequent cognitive development and social adjustment. Harmony and quality of parenting, and educational expectation and aspiration were the two most salient environmental variables associated with the adolescents' development. The study also demonstrated significant influence of the adolescents' psychosocial adjustment on subsequent changes in the home environment including psychosocial climate of the home, family adjustment, and the parents 1 educational expectations and aspirations.1 This conception of the child as an active partner fits with the growing trend away from the excessive positivistbehaviorist doctrine that once held sway. Harris (1982), in comparing the 1955 and 1980 Minnesota symposia entitled The concept of development, features this change away from the child who was to be "programmed" by his or her environment toward the new emphasis. 784This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

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