Stability and Change in Abilities Up to Five Years: Group Trends

Hindley, C. B.

doi:10.1111/j.1469-7610.1965.tb02230.x

Cited by 53 publications

(25 citation statements)

References 27 publications

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“…A similar development was also observed for the three hearing impaired persons included in this study. No correlations were observed between the men's I.Q.s as children and I.Q.s obtained at adult age, while significant correlations have been reported in follow-up studies of non-retarded persons (Bradway and Thompson, 1962;Hindley, 1965).…”

Section: Resultscontrasting

confidence: 66%

Changes in Iq, Environmental and Individual Factors: A Follow‐up Study of Educable Mentally Retarded Children

Svendsen

1982

Child Psychology Psychiatry

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A group of 28 former pupils of Special Schools for the EMR was tested both in childhood and at adult age. Information about the subjects' situation as children was available from the local school files. Pupils who had experienced the most serious problems as children were less retarded at adult age than persons who had experienced few or none problems. Three persons with impaired hearing showed also a marked increase in I.Q. scores. The results may give support to Clarke's and Clarke's hypothesis that the effects of an early unstimulating environment are not necessarily irreversible.

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Section: Resultscontrasting

confidence: 66%

Changes in Iq, Environmental and Individual Factors: A Follow‐up Study of Educable Mentally Retarded Children

Svendsen

1982

Child Psychology Psychiatry

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“…It is interesting to note that although in previous research (Hindley 1976) it has been found that the social class does not affect children's performance in developmental tests until the age of 1 years, more recent studies suggest that the influence of the family problems in a child's development has already started at the age of 1 year. Moreover, it seems that in young children, those factors exert a greater influence than community allowances, such as libraries, parks, etc.…”

Section: Family Socioeconomic Statusmentioning

confidence: 95%

Environmental Factors Affecting Preschoolers’ Motor Development

Venetsanou

Kambas

2009

Early Childhood Educ J

216

156

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The process of development occurs according to the pattern established by the genetic potential and also by the influence of environmental factors. The aim of the present study was to focus on the main environmental factors affecting motor development. The review of the literature revealed that family features, such as socioeconomic status, mother's educational level, and the existence of siblings can affect children's motor competence. Preschool centers have also become important for children's development, due to the large amount of time children spend at them nowadays. Moreover, the social cultural context in which a child is reared forms certain demands for his/her motor behavior, favoring specific aspects of motor development and impairing others. A very influential factor (and consequently a very significant educational means) is the use of intervention movement programs. A developmentally adequate movement program can enhance motor development, thus preventing the long term negative consequences that an unfavorable influence of several genetic or the aforementioned environmental factors may have.

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“…(2) What Hindley (1965) has written about the hazards of predicting the later general intelligence of individuals from infant tests applies equally to the prediction of linguistic ability, so far as our imperfect measures go. Our analysis, however, reveals a signi ficant sex difference in the constancy of language development.…”

Section: Résumé Of Findings and Discussionmentioning

confidence: 99%