认知发展和学业成就中的系统和级联。
Systems and cascades in cognitive development and academic achievement.
机构信息
Eunice Kennedy Shriver National Institute of Child Health and Human Development.
出版信息
Child Dev. 2013 Jan-Feb;84(1):154-62. doi: 10.1111/j.1467-8624.2012.01849.x. Epub 2012 Sep 13.
Abstract
A large-scale (N = 552) controlled multivariate prospective 14-year longitudinal study of a developmental cascade embedded in a developmental system showed that information-processing efficiency in infancy (4 months), general mental development in toddlerhood (18 months), behavior difficulties in early childhood (36 months), psychometric intelligence in middle childhood (8 years), and maternal education either directly or indirectly (or both) contribute to academic achievement in adolescence (14 years).
摘要
一项大规模（N=552）的受控多元前瞻性 14 年纵向研究显示，发展系统中嵌入的发展级联，婴儿期（4 个月）的信息处理效率、幼儿期（18 个月）的一般心理发展、幼儿期（36 个月）的行为困难、儿童中期（8 岁）的心理测量智力以及母亲的教育程度直接或间接（或两者兼而有之）有助于青少年期（14 岁）的学业成就。
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