Burchinal Margaret, Foster Tiffany, Garber Kylie, Burnett Marketa, Iruka Iheoma U, Campbell Frances, Ramey Craig
School of Education and Human Development, University of Virginia.
EHE Crane Center for Early Childhood, The Ohio State University.
J Appl Dev Psychol. 2024 Nov-Dec;95. doi: 10.1016/j.appdev.2024.101712. Epub 2024 Sep 21.
Several influential studies reported sex differences in early care and education (ECE) treatment on young adult IQ and academic outcomes. This paper extends that work by asking whether sex differences in impacts of the Carolina Abecedarian Project emerged during the treatment period or subsequently and whether sex differences were maintained into middle adulthood. The randomized clinical trial (98% Black, 51% female) followed 104 infants 5 to 45 years of age. Longitudinal analyses estimated treatment and sex-by-treatment differences at 5 years, from 5 to 21 years, and at 21 and 45 years. Results revealed treated children entered school with higher IQ and reading skills than control children. Treatment impacts on IQ and math increased over time for females and decreased for males yielding sex differences in treatment impacts at 21 and 45 years. These findings suggest that, while the ECE treatment similarly benefited boys and girls in the short term, the long-term impacts likely depended on subsequent experiences.
几项有影响力的研究报告了早期护理和教育（ECE）对年轻成年人智商和学业成绩的治疗存在性别差异。本文通过询问卡罗莱纳启蒙计划影响中的性别差异是在治疗期间还是随后出现的，以及性别差异是否持续到中年，扩展了这项工作。这项随机临床试验（98%为黑人，51%为女性）跟踪了104名5至45岁的婴儿。纵向分析估计了5岁、5至21岁以及21岁和45岁时的治疗效果和治疗与性别的差异。结果显示，接受治疗的儿童比对照组儿童入学时具有更高的智商和阅读技能。随着时间的推移，治疗对女性智商和数学的影响增加，对男性的影响减少，在21岁和45岁时产生了治疗效果上的性别差异。这些发现表明，虽然早期护理和教育治疗在短期内对男孩和女孩同样有益，但长期影响可能取决于随后的经历。
