Department of Psychology, 603 E. Daniel St., University of Illinois, Champaign, IL 61820, USA.
Dev Psychol. 2013 Jan;49(1):109-26. doi: 10.1037/a0027852. Epub 2012 Mar 26.
Psychologists have long debated the role of early experience in social and cognitive development. However, traditional approaches to studying this issue are not well positioned to address this debate. The authors present simulations that indicate that the associations between early experiences and later outcomes should approach different asymptotic values across time, given alternative assumptions about the developmental significance of early experience. To test the predictions of alternative developmental models, the authors examine data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) on maternal sensitivity in the first 3 years of life and its association with social competence and academic skills through age 15. Across multimethod, multi-informant outcome data, results suggest that there may be enduring effects of early caregiving experiences in both of these domains.
心理学家长期以来一直在争论早期经验在社会和认知发展中的作用。然而，传统的研究方法无法很好地解决这一争论。作者提出的模拟表明，考虑到早期经验对发展的重要性的不同假设，早期经验与后来结果之间的关联在不同时间应该接近不同的渐近值。为了检验替代发展模型的预测，作者研究了国家儿童健康与人类发展研究所（NICHD）早期儿童保育和青年发展研究（SECCYD）的数据，该研究涉及生命头 3 年的母亲敏感性及其与社会能力和学术技能的关联，直至 15 岁。通过多方法、多信息来源的结果数据，结果表明，在这两个领域，早期养育经验可能都有持久的影响。
