Discontinuity and instability in early development: implications for assessment

Dunst, Carl J.; Rheingrover, Regina M.

doi:10.1177/027112148100100210

Cited by 14 publications

(4 citation statements)

References 28 publications

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“…Furthermore, the available data on the relative continuity and stability of performance on intellectual measures during this period is equivocal. A number of studies and conceptual analyses suggest that the second and third years of life represent periods of major discontinuity and reorganization in cognitive or intellectual function (Birns & Golden, 1972; Dunst & Rheingrover, 1981; Lewis, Jaskir, & Enright, 1986; Roe, 1977); several reports in this category present data supporting qualitative transition(s) at or just before the second year of age (Reznick et al, 1997; McCall et al, 1977; Molfese & Acheson, 1997). Other studies, however, report relatively smooth change with significant prediction from standardized measures of intellectual performance during the second and third years to preschool IQ (Aylward, 2006; Humphreys & Davey, 1988; Ramey, Campbell, & Nicholson, 1973; Siegel, 1981; Wilson, 1983).…”

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confidence: 99%

Structure and continuity of intellectual development in early childhood

et al. 2009

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We evaluated over 200 participants semiannually from 12 to 48 months of age on measures of intellectual (Bayley Scales, Stanford-Binet Scale) and verbal (MacArthur-Bates Inventory, Peabody Picture Vocabulary Test) status. Structural equation modeling and hierarchical linear (growth curve) analyses were applied to address the nature of development and individual differences during this time. Structural analyses showed a strong and robust simplex model from infancy to the preschool period, with no evidence of qualitative reorganizations or discontinuities. Growth-curve modeling revealed significant associations between level factors across the early and later measures of cognition, providing further evidence of continuity; the growth trajectory from the Bayley through 24 months predicted growth in a nonverbal factor, but not in a verbal factor. Altogether, the findings reveal continuous and stable development in intellectual function from late infancy through the preschool years. Additionally, the high level of continuity demonstrated across these ages was observed to be largely independent of growth in vocabulary.The study of intellect and its development continues to be a primary focus in the area of psychology (e.g., Bornstein, Slater, Brown, Roberts, & Barrett, 1997; Craik & Bialystock, 2006;Lewis, 1976). The traditional view of early intellectual development (see Bayley, 1940;Honzik, 1976;Hunt, 1967;Hunt & Bayley, 1971) has long championed the view that early measures of developmental status were unrelated to later intelligence. A modified view of this position emerged in the 1970s and 1980s, suggesting that the first two years of life featured periods of discontinuous development due to reorganizations of cognitive function Correspondence regarding this article should be addressed to John Colombo (colombo@ku.edu) or Todd Little (yhat@ku.edu) at Department of Psychology, University of Kansas, 1415 Jayhawk Blvd, Lawrence, KS 66045-7555. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access Author ManuscriptIntelligence. Author manuscript; available in PMC 2010 January 1. McCall, 1976McCall, , 1983 McCall, Eichhorn, & Hogarty, 1977;McCall, Hogarty, & Hurlburt, 1972;Lewis, 1973).The view of discontinuity and reorganization was initially challenged during the 1980s and 1990s, with repeated findings showing that discrete indices of attention, memory, and speed of encoding or processing were modestly but significantly correlated with more mature forms of intelligence (see reviews by Bornstein & Sigman, 1986;Colombo, 1993;McCall, 1994;McCall & Carriger, ...

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Structure and continuity of intellectual development in early childhood

et al. 2009

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“…For example, the screening results for children with significant developmental problems are likely to be more stable over time than those of normal children (Dunst & Rheingrover, 1981;Rubin & Balow, 1980). As compared to normal children, whose functioning often reflects a relatively unpredictable developmental process, the test performance of children with extreme disabilities is less subject to irregular change over time.…”

Section: Issues In the Use Of Classificational And Correlational Methmentioning

confidence: 99%

Interpreting Evidence of Predictive Validity for Developmental Screening Tests

Miller¹,

Lemerand²,

Schouten³

1990

The Occupational Therapy Journal of Research

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Evidence of predictive validity is an essential basis for theselection and useof a screening instrument. In the area of developmental screening such information is typically assessed by two methods: correlational analysis and classificational analysis. This paper describes each methodology and reviews their relative advantages and disadvantages in relation to theearly identification of developmental handicaps and risks.

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“…, the diversity of commercial screening instruments (McCarthy, 1989)' and an inconsistent relationship between predictive measures and reading performance (Badian, 1976;Dunst & Rheingrover, 1981). Consequently, unless a systematic evaluation of current screening practices is undertaken, their predictive power for the high-incidence exceptionalities will remain speculative.…”

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An Evaluation of the PPVT-R and VMI for Screening Preschoolers Who Are At Risk for Reading Disabilities

Majsterek

Lord²

1991

Diagnostique

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This school-based study examined the relationship between 84 preschoolers' performance on two widely used preschool screening instruments, and teacher ratings of reading performance at the close of first grade. At prekindergarten screening 4-and 5-year-olds were evaluated with the Peabody Picture Vocabulary Test-Revised and Developmental Test of Visual-Motor Integration. Biserial correlations were computed for each test and separate appraisals of decoding and sight-word vocabulary skills. A significant positive relationship was found between PPVT-R scores and sight-word reading (r = .41, p s .01). In retrospect, analysis of variance indicated that the group of first graders with poor sight-word vocabularies performed significantly lower on the PPVT-R (p =s .02) than their classmates.

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Discontinuity and instability in early development: implications for assessment

Cited by 14 publications

References 28 publications

Structure and continuity of intellectual development in early childhood

Structure and continuity of intellectual development in early childhood

Interpreting Evidence of Predictive Validity for Developmental Screening Tests

An Evaluation of the PPVT-R and VMI for Screening Preschoolers Who Are At Risk for Reading Disabilities

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