Perez C M, Widom C S
Hindelang Criminal Justice Research Center, University at Albany, State University of New York.
Child Abuse Negl. 1994 Aug;18(8):617-33. doi: 10.1016/0145-2134(94)90012-4.
Long-term intellectual and academic outcomes associated with early childhood victimization were studied using a sample of previously abused and neglected individuals (n = 413) and a matched control group (n = 286). IQ (Quick Test) and reading ability (WRAT-R) were assessed at approximately age 28 and differences between the groups were compared via multivariate analyses. Abused and neglected and control group individuals differed significantly in IQ and reading ability, even when controlling for age, sex, race, and social class. Types of maltreatment were associated with differences in IQ and reading ability in young adulthood. The limitations of this study are discussed as well as the role of IQ and/or reading ability as potential mediating variables for other outcomes.
利用一组曾遭受虐待和忽视的个体样本（n = 413）以及一个匹配的对照组（n = 286），对与儿童期受侵害相关的长期智力和学业成果进行了研究。在大约28岁时评估了智商（快速测试）和阅读能力（WRAT - R），并通过多变量分析比较了两组之间的差异。即使在控制了年龄、性别、种族和社会阶层之后，曾遭受虐待和忽视的个体与对照组个体在智商和阅读能力方面仍存在显著差异。虐待类型与成年早期的智商和阅读能力差异有关。本文讨论了该研究的局限性，以及智商和/或阅读能力作为其他成果潜在中介变量的作用。
