Eunice Kennedy Shriver National Institute of Child Health and Human Development.
Psychol Sci. 2013 Oct;24(10):1906-17. doi: 10.1177/0956797613479974. Epub 2013 Aug 20.
A developmental cascade defines a longitudinal relation in which one psychological characteristic uniquely affects another psychological characteristic later in time, separately from other intrapersonal and extrapersonal factors. Here, we report results of a large-scale (N = 374), normative, prospective, 14-year longitudinal, multivariate, multisource, controlled study of a developmental cascade from infant motor-exploratory competence at 5 months to adolescent academic achievement at 14 years, through conceptually related and age-appropriate measures of psychometric intelligence at 4 and 10 years and academic achievement at 10 years. This developmental cascade applied equally to girls and boys and was independent of children's behavioral adjustment and social competence; mothers' supportive caregiving, verbal intelligence, education, and parenting knowledge; and the material home environment. Infants who were more motorically mature and who explored more actively at 5 months of age achieved higher academic levels as 14-year-olds.
发展级联定义了一种纵向关系，其中一个心理特征在时间上独立于其他内在和外在因素，对另一个心理特征产生后续影响。在这里，我们报告了一项大规模（N=374）、规范、前瞻性、14 年纵向、多变量、多来源、对照研究的结果，该研究探讨了从婴儿 5 个月时的运动探索能力到 14 岁时的青少年学业成就的发展级联，通过在 4 岁和 10 岁时进行概念上相关和适合年龄的心理测量智力测试，以及在 10 岁时进行学业成就测试。这个发展级联适用于女孩和男孩，并且与儿童的行为调整和社会能力、母亲的支持性养育、语言智力、教育程度和育儿知识以及家庭物质环境无关。在 5 个月大时运动能力更成熟、更积极探索的婴儿，在 14 岁时取得了更高的学业水平。
