Infant Development, Preschool IQ, and Social Class

Willerman, Lee; Broman, Sarah H.; Fiedler, Miriam

doi:10.2307/1127389

Cited by 68 publications

(15 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This has been confirmed by other authors who have reported a discrepancy between the psychomotor development at one year of age and at school age (Lewis and Gurk, 1972;Outerbridge et al, 1972;and Willerman et al, 1970).…”

Section: Discussionsupporting

confidence: 84%

Hyaline membrane disease: Prognostic factors and medium-term follow-up

Goenen¹,

Ninane²,

Ducoffre³

et al. 1978

Eur J Pediatr

View full text Add to dashboard Cite

One hundred and twenty two cases of severe hyaline membrane disease are reported. 68 of them survived (57%). Adverse clinical, radiological and laboratory factors, and their effects on the early mortality rate, are analysed with particular reference to the referring centers, delay in admission, transport and the critical state of most infants on admission. The follow-up of 29 survivors treated before 1974 has been examined with reference to birthweight and assisted respiration. Four (30%) of the twelve infants with birthweights below 2000 g had major neurological sequelae. Only two out of the 17 babies with a birthweight over 2000 g had minor mental disturbances.

show abstract

Section: Discussionsupporting

confidence: 84%

Hyaline membrane disease: Prognostic factors and medium-term follow-up

Goenen¹,

Ninane²,

Ducoffre³

et al. 1978

Eur J Pediatr

View full text Add to dashboard Cite

show abstract

“…All children with high PAS scores at 18 months (controls) who had school achievement problems at 8 years had mothers with low maternal education. Earlier studies have indicated that the effect of SES or maternal education, two highly related variables, tends to reduce or amplify intellectual deficits (Werner et al 1968, Willerman et al 1970, Sameroff and Chandler 1975. The risk for the less-able child to remain developmentally delayed is disproportionally greater when the child comes from a less-stimulating environment.…”

Section: Discussionmentioning

confidence: 99%

“…Results from studies of various clinical samples have shown that future performance may be more readily predicted from variation within less-able than within average or more-able groups (Illingworth and Birch 1959, Fishler et al 1965, Honzik et al 1965, Knobloch and Pasamanick 1967, Erickson 1968, Werner et al 1968, Ireton et al 1970, Van der Veer and Schwied 1974, Goodman and Cameron 1978, Largo et al 1990). In addition, studies have shown that the risk for the less-able child to remain developmentally delayed is disproportionately greater when the child comes from a less stimulating environment (Drillien 1961, Knobloch and Pasamanick 1967, Werner et al 1968, Willerman et al 1970.…”

mentioning

confidence: 99%

Predictors of developmental delay at 18 months and later school achievement problems

Sonnander¹,

Claesson²

1999

Dev Med Child Neurol

View full text Add to dashboard Cite

The aim of the study was to examine the predictive value of the variables of parental assessment score, pre-, peri-, and postpartum optimality, sex, socioeconomic status (SES), and maternal education with respect to developmental delay at 18 months, and intellectual disability and school achievement problems at 8 and 14 years. The sample studied comprised 101 children (53 low scorers and 48 controls) originally from a total population of 2783 children assessed by their parents at 18 months using a screening instrument. Data were analysed by logistic regression. The results yielded moderate but statistically significant correlations between predictor and outcome variables. Optimality score and maternal education were the best predictors of developmental delay at 18 months. At 8 years, parental assessment score and maternal education constituted the best predictors of school achievement problems. At 14 years, SES together with parental assessment score were included in the model, when school achievement problems were predicted. Parental assessment score showed the strongest association with school achievement problems at both 8 and 14 years, when children with intellectual disability were included in the analysis. The exclusion of children with intellectual disability from the analyses yielded a stronger association between maternal education (at 8 years) and SES (at 14 years) and school achievement problems. The overall classification accuracy of the models varied between 67% and 88%. Specificity varied from 65% at 18 months to 95% at 14 years. Sensitivity varied from 70% at 18 months and 55% (all cases) and 42% (children with intellectual disability excluded) at 14 years.

show abstract

“…One of my favorite studies from within the Collaborative Project is that of Willerman et al (1970). These investigators divided a large number of Collaborative Project infants who had scored low (less than IQ of 80) on the Bayley Scales at 8 months of age into levels based upon socioeconomic level of the par ents.…”

Section: Constitutional Givens Yes; Environmental Impacts Yes Toomentioning

confidence: 99%

Child Development: Life-Span Perspectives

Lerner¹

1982

Human Development

View full text Add to dashboard Cite

Papers in this symposium evaluate the usefulness of ideas associated with the life-span view for enriching or expanding issues, theory, research, and interventions pertinent to change processes during infancy, childhood, adolescence, and adulthood. Lipsitt emphasizes that infants be studied in transaction with their context in order for scientists to appreciate the role of infant development across the rest of life. He calls for greater appreciation of the impact of the biocultural and historical parameters of the context, and makes a plea for the study of process as opposed to static traits. Gray and Ramsey present follow-up data from the subjects in the Early Training Project, an educational intervention begun in 1962 among 3- to 4-year-old children from low income, southern black families. Although some effects of the early intervention on late adolescent/early adult intellectual function were evident, variables continually present in the subjects’ particular sociocultural milieu are seen as having canalized children into a relatively limited set of behaviors. Rockwell and Elder emphasize the role of the familial and sociocultural context in their study of problem behavior among children and adolescents born in Berkeley, Calif, during the Great Depression. Effects of deprivation varied in relation to children’s age, sex, and family statuses. Labouvie- Vief argues that Piaget’s theory of cognitive development can be seen to have important implications for development in adulthood. If one considers the application of formal logic to the ecologically valid problems occurring throughout the adult years, one can conceptually transcend a narrow organismic versus contextual dualism. Finally, Kuhn, in commenting on the preceding papers, notes that, first, they suggest that any stage or phase of development must be considered within the framework of the rest of the life-span; second, the papers argue that developmental phenomena must be examined in the social and historical contexts within which they occur.

show abstract

Infant Development, Preschool IQ, and Social Class

Cited by 68 publications

References 0 publications

Hyaline membrane disease: Prognostic factors and medium-term follow-up

Hyaline membrane disease: Prognostic factors and medium-term follow-up

Predictors of developmental delay at 18 months and later school achievement problems

Child Development: Life-Span Perspectives

Contact Info

Product

Resources

About