School Achievement of First- and Second-Born Siblings

Chittenden, Edward A.; Foan, M. Wendy; Zweil, Diane M.; Smith, J. R.

doi:10.2307/1127286

Cited by 3 publications

(3 citation statements)

References 4 publications

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“…[52][53][54][55] Closely spaced births have been associated with poorer performance on math and reading achievement tests 56 ; lower verbal intelligence test scores 57 ; and poorer performance on academic skills tests. 58 However, these studies are substantially limited by small sample sizes, selected populations, and limited adjustment for confounding. Therefore, further elucidating the specific developmental domains that may be impacted by IPI remains an important research goal.…”

Section: Discussionmentioning

confidence: 99%

Increased Risk of ADHD at Short and Long Interpregnancy Intervals in a National Birth Cohort

Cheslack‐Postava

Sourander

Suominen

et al. 2020

Paediatric Perinatal Epid

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Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by developmentally inappropriate and impaired inattention, motor hyperactivity, and impulsivity. 1 ADHD is associated with deficits in academic, social, and occupational functioning 2 and is a risk factor for subsequent outcomes such as substance abuse 3 and injuries, 4 and results in substantial economic

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Section: Discussionmentioning

confidence: 99%

Increased Risk of ADHD at Short and Long Interpregnancy Intervals in a National Birth Cohort

Cheslack‐Postava

Sourander

Suominen

et al. 2020

Paediatric Perinatal Epid

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“…Consistently large samples find the eldest is more represented in places of eminence, college classes, and leadership roles. (Althus, 1967; Belmont and Marolla, 1973;Chittenden, et al 1968; Davis, et al 1977) Rosen (1969) suggests the high achievement motivation he found in a study of 427 firstborn boys could likely be attributed to three elements in the parent-child interaction: (1)…”

Section: The Firstbornmentioning

confidence: 99%

THE EFFECT OF Ordinal Position or Birth Order on Child Development

Mc¹

1980

Nursing Forum

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“…This superiority is not confined to the existence of a greater proportion of exceptional individuals. Chittenden et al (1968) reported that teacher grades and standardized test scores favoured first-born over later-born children over a variety of ability levels and school years. This finding has been supported by other studies (e.g.…”

Section: Introductionmentioning

confidence: 99%

Development of verbal skills in first-born and only boys

Cropley

Ahlers

1975

J. Biosoc. Sci.

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Verbal IQs were calculated for 60 boys who had no siblings (only boys) and 64 who were the first in a sibline (first borns) at two age levels-6 and 7 years versus 11 and 12 years. In addition to a pronounced socioeconomic status (SES) effect, three of four subgroups of only boys obtained significantly higher mean IQs than first borns. These data were interpreted as supporting the view that development of verbal abilities is facilitated by contact with parental models of language behaviour, only boys benefiting from closer contact than first borns. However, interactions among IQs, age and SES suggested that although mere increased contact is adequate to foster verbal development in younger children, quality of parental stimulation is important at higher age levels.

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School Achievement of First- and Second-Born Siblings

Cited by 3 publications

References 4 publications

Increased Risk of ADHD at Short and Long Interpregnancy Intervals in a National Birth Cohort

Increased Risk of ADHD at Short and Long Interpregnancy Intervals in a National Birth Cohort

THE EFFECT OF Ordinal Position or Birth Order on Child Development

Development of verbal skills in first-born and only boys

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