A comparison of three different measures of intelligence with preschool children identified at-risk

Kutsick, Koressa; Vance, Booney; Schwarting, F. Gene; West, Russell F.

doi:10.1002/1520-6807(198807)25:3<270::aid-pits2310250308>3.0.co;2-n

Cited by 6 publications

(3 citation statements)

References 16 publications

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“…Fourth, the investigation only assessed one aspect of language competence, receptive vocabulary. Although strongly related to measures of expressive language and full‐scale IQ (Kutsick, Vance, Schwarting, & West, ), the PPVT–R only measures the number of words children recognize. Additional research relating parental SES and communication to other measures clearly is warranted.…”

Section: Discussionmentioning

confidence: 99%

Parental Socioeconomic Status, Communication, and Children's Vocabulary Development: A Third‐Generation Test of the Family Investment Model

et al. 2012

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This 3-generation, longitudinal study evaluated a family investment perspective on family socioeconomic status (SES), parental investments in children, and child development. The theoretical framework was tested for first generation parents (G1), their children (G2), and for the children of the second generation (G3). G1 SES was expected to predict clear and responsive parental communication. Parental investments were expected to predict educational attainment and parenting for G2 and vocabulary development for G3. For the 139 families in the study, data were collected when G2 were adolescents and early adults and their oldest biological child (G3) was 3–4 years of age. The results demonstrate the importance of SES and parental investments for the development of children and adolescents across multiple generations.

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Section: Discussionmentioning

confidence: 99%

Parental Socioeconomic Status, Communication, and Children's Vocabulary Development: A Third‐Generation Test of the Family Investment Model

et al. 2012

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“…On the EOWPVT, children gave the word that best described pictures they were shown (α = .94). For children 4-7 years old, the EOWPVT is highly correlated with full-scale IQ ( r = .78; Kutsick, Vance, Schwarting, & West, 1988). …”

Section: Methodsmentioning

confidence: 99%

Preschool interpersonal relationships predict kindergarten achievement: Mediated by gains in emotion knowledge

Torres

Domitrovich

Bierman

2015

Journal of Applied Developmental Psychology

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Using longitudinal data, this study tested a model in which preschool interpersonal relationships promoted kindergarten achievement in a pathway mediated by growth in emotion knowledge. The sample included 164 children attending Head Start (14% Hispanic-American, 30% African-American, 56% Caucasian; 56% girls). Preschool interpersonal relationships were indexed by student-teacher relationship closeness and positive peer interactions. Two measures of emotion knowledge (identifying emotions in photographs, recognizing emotions in stories) were assessed at the start and end of the preschool year. Structural equation models revealed that positive interpersonal relationships (with teachers and peers) predicted gains in emotion knowledge (identification, recognition) during the preschool year. Positive interpersonal relationships in preschool also predicted kindergarten achievement (controlling for initial preschool achievement); however, this association was mediated by gains in emotion knowledge during the preschool year. Implications are discussed for school readiness programs serving economically-disadvantaged children.

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“…The PPVT-III is a measure of receptive vocabulary that has been found to correlate moderately with tests of cognitive abilities ( r s = .43–.74; Sattler, 2001). Studies examining the performance of preschoolers and school-age children on the PPVT—Revised (Dunn & Dunn, 1981) and the WPPSI-R indicate that the PPVT—Revised is significantly positively correlated with children’s Verbal Scale and Full Scale WPPSI-R scores (Carvajal, Parks, Logan, & Page, 1992; Kutsick, Vance, Schwarting, & West, 1988). To obtain a standardized estimate of children’s verbal intelligence, we utilized standard scores rather than raw scores in all analyses.…”

Section: Methodsmentioning

confidence: 99%

The effect of placement instability on adopted children's inhibitory control abilities and oppositional behavior.

Lewis¹,

Dozier²,

Ackerman³

et al. 2007

Developmental Psychology

169

157

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This study assessed relations among placement instability, inhibitory control, and caregiver-rated child behavior. The sample included 33 adopted children who had experienced placement instability, 42 adopted children who had experienced 1 stable placement, and 27 children never placed in foster care. Five- and 6-year-old children completed the day-night task, which requires children to inhibit a prepotent response, and a control task that presents similar memory demands but does not require inhibition (C. L. Gerstadt, Y. J. Hong, & A. Diamond, 1994). Adopted children who had experienced placement instability performed worse on the inhibition task than did both other groups of children, when the authors controlled for age, verbal intelligence (as measured with the Wechsler Preschool and Primary Scale of Intelligence--Revised; D. Wechsler, 1989; or the Peabody Picture Vocabulary Test--Third Edition; L. M. Dunn & L. M. Dunn, 1997), and control task performance (p<.01). Children who had experienced placement instability were also rated on the Child Behavior Checklist as more oppositional than other children (p<.01; T. M. Achenbach & L. A. Rescorla, 2000). Inhibitory control did not mediate the association between placement instability and oppositional behavior (p>.05). These results suggest that placement instability may adversely affect the social-emotional development of adopted children.

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A comparison of three different measures of intelligence with preschool children identified at-risk

Cited by 6 publications

References 16 publications

Parental Socioeconomic Status, Communication, and Children's Vocabulary Development: A Third‐Generation Test of the Family Investment Model

Parental Socioeconomic Status, Communication, and Children's Vocabulary Development: A Third‐Generation Test of the Family Investment Model

Preschool interpersonal relationships predict kindergarten achievement: Mediated by gains in emotion knowledge

The effect of placement instability on adopted children's inhibitory control abilities and oppositional behavior.

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