Zigler E, Abelson W D, Trickett P K, Seitz V
Child Dev. 1982 Apr;53(2):340-8.
The hypothesis was investigated that alleviation of negative motivational factors underlies much of the 10-point IQ increase commonly found in economically disadvantaged children's performance following a preschool intervention program. Head Start and non-Head Start groups were tested on IQ and motivational measures 3 times before and during the Head Start year (pretest, retest, posttest). Both groups showed comparable IQ gains on retesting, but only the Head Start group showed continued gain from retest to posttest. Parallel changes were found on a motivational measure of wariness of an unfamiliar examiner. The test-retest improvement of both groups was interpreted as resulting from increased familiarity with the testing situation. The continued improvement of the Head Start children was interpreted as reflecting changes in the children's motivational structures as a result of attending a preschool intervention program.
消除负面动机因素是经济条件不利的儿童在参加学前干预项目后智商普遍提高10分的主要原因。在“启智计划”实施前、实施期间以及实施后的一年里，对参与“启智计划”的儿童组和未参与该计划的儿童组进行了3次智商和动机测试（预测试、重新测试、后测试）。两组在重新测试时智商都有类似的提高，但只有参与“启智计划”的儿童组在重新测试到后测试期间持续提高。在对陌生考官的警惕性这一动机指标上也发现了类似的变化。两组在重新测试时的进步被解释为是由于对测试情境更加熟悉。参与“启智计划”的儿童的持续进步被解释为反映了他们由于参加学前干预项目，其动机结构发生了变化。
