High-risk children and IQ: Altering intergenerational patterns

Ramey, Craig T.

doi:10.1016/0160-2896(92)90007-e

Cited by 23 publications

(11 citation statements)

References 30 publications

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“…As in other evaluations analyses of the Abecedarian (e.g., Campbell et al, 2012;Conti et al, 2016), we tested whether equality on IQ full-scale and subtest scores between those who had received the school-age intervention from those who did not, could be rejected. This was never the case, which was in line with previous research showing that Abecedarian school-age intervention had no effect on a large set of cognitive measures, including IQ scores (Campbell & Ramey, 1994;Campbell et al, 2002;2012;Ramey, 1992). Thus, while an indicator signaling participation in the follow-up intervention was included along other baseline covariates for each time point estimation of g, exogeneity was derived from the early intervention random assignment only.…”

Section: The Abecedarian Projectsupporting

confidence: 64%

“…[Insert Table 1 here] In particular, there was no difference across cohorts and groups on the 3 months Bayley mental development index (MDI). Moreover, Ramey (1992) conducted a multivariate analysis of variance repeated over that same index at 8 time points (from 6 to 54 months) and found no significant interactions between age at entrance in the program, cohorts, and group. Overall, there was no indication of an inadvertent selection into any of the two groups.…”

Section: Methods Abecedarian Samplementioning

confidence: 99%

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The Breadth of Impacts from the Abecedarian Project Early Intervention on Cognitive Skills

Pages¹,

Protzko²,

Bailey³

2020

Preprint

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Early life interventions impacting cognitive abilities are most often followed by post-treatment fadeout. Some have hypothesized that persistence is unlikely when gains are specific to trained skills, or specifically, distinguishable from impacts on psychometric g. Using measurement invariance, we investigated impacts on IQ subtests from the Abecedarian early childhood intervention (n = 107). We found that 1) observed impacts on IQ scores from age 5 to age 21 were consistent with persistent positive effects on g; 2) subtest-specific variance that was differentiable from changes on g did fade. Together, these findings indicated that Abecedarian early impact persisted across a range of cognitive skills, providing some evidence for the hypothesis that breadth and persistence of impacts from educational interventions are related.

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Section: The Abecedarian Projectsupporting

confidence: 64%

Section: Methods Abecedarian Samplementioning

confidence: 99%

The Breadth of Impacts from the Abecedarian Project Early Intervention on Cognitive Skills

Pages¹,

Protzko²,

Bailey³

2020

Preprint

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“…There is good reason to believe that high parental investment also increases achievement motivation with important implications for career striving, entrepreneurial activity, and economic growth. Some of the many types of evidence supporting this conclusion include studies of language development as a function of social status of parents (Hart & Risley, 1995), research on intelligence as a function of parental stimulation that varies with income level (Ramey, 1992), data on variation in achievement motivation of children as a function of parental income (Argyle, 1994), and observational evidence that parents of ambitious children support their efforts to solve problems whereas less ambitious children have parents who increase fear of failure (reviewed in Barber, 2000b).…”

Section: Parental Investment and Human Capitalmentioning

confidence: 99%

Parental Investment, Human Capital, and Cross-National Differences in Wealth

Barber¹

2002

Cross-Cultural Research

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Economists have recently turned to family variables in search of explanations for why the economies of some countries grow more rapidly than others. This research tested the hypothesis that crossnational indicators of parental investment and human capital would be predictive of GNP per capita of 147 countries. Regression analysis found that close to two thirds of the variance in GNP was explained by parental investment factors (including total fertility rates, the adult sex ratio, polygyny, contraception, and school attendance rates). The effects of parental investment/human capital on wealth remained after controlling for climate, geography, endemic diseases, religion, and government policies, even though each of these was predictive of GNP. The data support the hypothesis that wealth differences between countries are associated with human capital differences accruing to differential parental investment.Geography is one of the most important determinants of a country's wealth. Thus, Hall and Jones (1996) found that countries having temperate climates are more prosperous than those lying close to the equator. Kenny (1999) also found that countries having wealthy neighbors were much wealthier than those whose neighbors were poor. Landes (1998) has suggested that greater economic 338

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“…These conditions arise between birth and 18 years of age, are for the most part lifelong and are generally not curable at present. However, early and intense intervention may partly overcome some of the deficits 1–3 . Examples of developmental disabilities include mental retardation, autism, sensorineural hearing and/or vision impairment, cerebral palsy and epilepsy.…”

Section: Introductionmentioning

confidence: 99%

Increased mortality in children and adolescents with developmental disabilities

Decouflé

Autry

2002

Paediatric Perinatal Epid

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A population-based cohort of 10-year-old children with mental retardation, cerebral palsy, epilepsy, hearing impairment or vision impairment, who were ascertained at 10 years of age in a previous study conducted in metro Atlanta during 1985-87, was followed up for mortality and cause of death information. We used the National Death Index to identify all deaths among cohort members during the follow-up period (1985-95). We estimated expected numbers of deaths on the basis of actual age-, race- and sex-specific death rates for the entire Georgia population for 1989-91. The objective was to quantify the magnitude of increased mortality and evaluate the contribution of specific disabilities to mortality among children and adolescents with one or more of five developmental disabilities. A total of 30 deaths were observed; 10.1 deaths were expected, yielding an observed-to-expected mortality ratio of almost three to one. The numbers of observed deaths exceeded those of expected deaths, regardless of the number of disabilities present, but the ratios were statistically significant (at the 95% confidence level) only in children with three or more co-existing disabilities. In general, the magnitude of the mortality ratios was directly related to various measures of the severity of the person's disability. An exception to this pattern was the elevated mortality from cardiovascular disease among cohort members with isolated mental retardation (three observed deaths vs. 0.2 expected). The specific underlying causes of death among other deceased cohort members included some that were the putative cause of the developmental disability (e.g. a genetic syndrome) and others that could be considered intercurrent diseases or secondary health conditions (e.g. asthma). Prevention efforts to decrease mortality in adolescents and young adults with developmental disabilities may need to address serious conditions that are secondary to the underlying disability (i.e. infections, asthma, seizures) rather than towards injuries, accidents and poisonings, the primary causes of death for persons in this age group in the general population.

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High-risk children and IQ: Altering intergenerational patterns

Cited by 23 publications

References 30 publications

The Breadth of Impacts from the Abecedarian Project Early Intervention on Cognitive Skills

The Breadth of Impacts from the Abecedarian Project Early Intervention on Cognitive Skills

Parental Investment, Human Capital, and Cross-National Differences in Wealth

Increased mortality in children and adolescents with developmental disabilities

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