van Ijzendoorn Marinus H, Juffer Femmie, Poelhuis Caroline W Klein
Centre for Child and Family Studies, Leiden University, Leiden, Netherlands.
Psychol Bull. 2005 Mar;131(2):301-16. doi: 10.1037/0033-2909.131.2.301.
This meta-analysis of 62 studies (N=17,767 adopted children) examined whether the cognitive development of adopted children differed from that of (a) children who remained in institutional care or in the birth family and (b) their current (environmental) nonadopted siblings or peers. Adopted children scored higher on IQ tests than their nonadopted siblings or peers who stayed behind, and their school performance was better. Adopted children did not differ from their nonadopted environmental peers or siblings in IQ, but their school performance and language abilities lagged behind, and more adopted children developed learning problems. Taken together, the meta-analyses document the positive impact of adoption on the children's cognitive development and their remarkably normal cognitive competence but delayed school performance.
这项对62项研究（涉及17767名领养儿童）的荟萃分析，考察了领养儿童的认知发展是否与以下两类儿童存在差异：(a) 仍留在机构照料或原生家庭中的儿童，以及(b) 他们当前的（环境）非领养兄弟姐妹或同龄人。领养儿童在智商测试中的得分高于留在原生家庭的非领养兄弟姐妹或同龄人，且学业成绩更好。领养儿童在智商方面与非领养的环境同龄人或兄弟姐妹没有差异，但他们的学业成绩和语言能力落后，且更多领养儿童出现学习问题。综合来看，这些荟萃分析证明了领养对儿童认知发展的积极影响以及他们显著正常的认知能力，但学业成绩有所延迟。
