A meta-analytic review of the literature on infant habituation and recognition memory performance as predictors of later IQ suggests several conclusions: (1) Habituation and recognition memory assessments made on a variety of risk and nonrisk samples in the first year of life predict later IQ assessed between 1 and 8 years of age with a weighted (for N) average of normalized correlations of .36 or a raw median correlation of .45. (2) The size of the predictive correlation is essentially the same for habituation and for recognition memory paradigms. (3) This prediction phenomenon is not obviously associated solely with one laboratory, one particular infant response measure, or a few extremely disordered infants. (4) The level of prediction to childhood IQ is substantial given the reliability of the infant measures. (5) Predictions are somewhat higher for risk than for nonrisk samples. (6) Predictions are consistently higher than for standardized infant tests of general development for nonrisk but not for risk samples, and they are not consistently higher than predicting from parental education and socioeconomic status or a few other infant behaviours for nonrisk samples. (8) Coefficients may be higher when the predicting assessments are made between 2 and 8 months of age than earlier or later, but prediction coefficients are remarkably consistent across the observed outcome age period of 2-8 years.
A meta-analytic review of the literature on infant habituation and recognition memory performance as predictors of later IQ suggests several conclusions: (1) Habituation and recognition memory assessments made on a variety of risk and nonrisk samples in the first year of life predict later IQ assessed between 1 and 8 years of age with a weighted (for N) average of normalized correlations of .36 or a raw median correlation of .45. (2) The size of the predictive correlation is essentially the same for habituation and for recognition memory paradigms. (3) This prediction phenomenon is not obviously associated solely with one laboratory, one particular infant response measure, or a few extremely disordered infants. (4) The level of prediction to childhood IQ is substantial given the reliability of the infant measures. (5) Predictions are somewhat higher for risk than for nonrisk samples. (6) Predictions are consistently higher than for standardized infant tests of general development for nonrisk but not for risk samples, and they are not consistently higher than predicting from parental education and socioeconomic status or a few other infant behaviours for nonrisk samples. (8) Coefficients may be higher when the predicting assessments are made between 2 and 8 months of age than earlier or later, but prediction coefficients are remarkably consistent across the observed outcome age period of 2-8 years.
Cooperation in peer interaction emerges during the second half of the second year. A consideration of the skills and knowledge entailed in these early forms of cooperation suggests that young children's emerging ability to differentiate self from other as causal agents may relate to their ability to coordinate behavior with age mates toward a common goal. Children at 12, 18, 24, and 30 months were observed in same-age, same-sex dyads (8 dyads per age) while attempting to solve a simple cooperation problem. They were also individually administered an elicited imitation task used to index decentration, or self-other differentiation. No 12-month-old dyad could cooperate, 18-month-olds did so infrequently and apparently accidentally, whereas 24- and 30-month-olds were able to coordinate behavior with one another quickly and effectively. Children who were better able to accommodate their behavior to one another during cooperation also represented the agency of others at a more advanced, decentered level.
Cooperation in peer interaction emerges during the second half of the second year. A consideration of the skills and knowledge entailed in these early forms of cooperation suggests that young children's emerging ability to differentiate self from other as causal agents may relate to their ability to coordinate behavior with age mates toward a common goal. Children at 12, 18, 24, and 30 months were observed in same-age, same-sex dyads (8 dyads per age) while attempting to solve a simple cooperation problem. They were also individually administered an elicited imitation task used to index decentration, or self-other differentiation. No 12-month-old dyad could cooperate, 18-month-olds did so infrequently and apparently accidentally, whereas 24- and 30-month-olds were able to coordinate behavior with one another quickly and effectively. Children who were better able to accommodate their behavior to one another during cooperation also represented the agency of others at a more advanced, decentered level.
The idea that much of what children know and understand about the world is acquired in social contexts has gained increasing currency among developmental psychologists, fueled in particular by the rediscovery of Vygotsky 's work (Wertsch, 1985). Although this perspective has long historical roots within developmental psychology (cf. Brownell, 1989), its impact was eroded in the last few decades by interest in more traditional Cartesian questions of what develops within the individual mind as a function of solitary activity in the world. Now development again is coming to be viewed as an interpersonal process as well as an intrapersonal one. Researchers have begun to realize that not only are knowledge, strategies, and skills used in social contexts, they are also acquired during social commerce. SOCIAL PROCESSES OF KNOWINGPart of what scholars wish to know, of course, is what children acquire in the cultural contexts in which they participate-what is the nature of their changing knowledge, skill, and activity, whether situated in the culture of the school, the farm, the shopping mall, the birthday party, the family, or the peer group.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.