University of Utah.
University of Minnesota.
Child Dev. 2019 Sep;90(5):1684-1701. doi: 10.1111/cdev.13033. Epub 2018 Jan 15.
This study used data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 267) to investigate whether abuse and neglect experiences during the first 5 years of life have fading or enduring consequences for social and academic competence over the next 3 decades of life. Experiencing early abuse and neglect was consistently associated with more interpersonal problems and lower academic achievement from childhood through adulthood (32-34 years). The predictive significance of early abuse and neglect was not attributable to the stability of developmental competence over time, nor to abuse and neglect occurring later in childhood. Early abuse and neglect had enduring associations with social (but not academic) competence after controlling for potential demographic confounds and early sensitive caregiving.
本研究使用了明尼苏达风险与适应纵向研究（N=267）的数据，旨在探讨生命的头 5 年中经历的虐待和忽视是否会对未来 30 年的社会和学术能力产生逐渐消失或持久的影响。早期经历虐待和忽视与儿童期到成年期（32-34 岁）的更多人际问题和较低的学业成绩一直相关。早期虐待和忽视的预测意义并非归因于随着时间的推移发展能力的稳定性，也不是归因于儿童后期发生的虐待和忽视。在控制潜在的人口统计学混杂因素和早期敏感的养育方式后，早期虐待和忽视与社会（而非学术）能力仍存在持久关联。
