?Sleeper effects? in development: Fact or artifact?

Clarke, Alan; Clarke, Ann M.

doi:10.1016/0273-2297(81)90030-7

Cited by 35 publications

(27 citation statements)

References 8 publications

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“…On the other hand a considerable stability of individual adjustment was also seen. These results suggest that adaptation is a product of both developmental history and current circumstances (Clarke & Clarke, 1981, 2000Sroufe, Egeland, & Kreuzer, 1990), shaped by the interactions between individual and context (Bronfenbrenner & Ceci, 1994).…”

Section: Discussionmentioning

confidence: 80%

“…The experience of socioeconomic disadvantage does not always have an immediate impact, and vulnerabilities may emerge only later in life (Clarke & Clarke, 1981). Early adversity may be overcome by improved circumstances, but may, nevertheless, leave the individual potentially more vulnerable to any disadvantage experienced at a later stage (Cicchetti & Tucker, 1994).…”

Section: Timing and Duration Of Risk Experiencesmentioning

confidence: 99%

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The Influence of Context, Timing, and Duration of Risk Experiences for the Passage from Childhood to Midadulthood

Schoon¹,

Bynner²,

Joshi³

et al. 2002

Child Development

142

112

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This study investigated the long-term effects of social disadvantage on academic achievement and on subsequent attainments in adulthood. The study drew on data collected for over 30,000 individuals born 12 years apart, following their development from birth to adulthood. The pathways that link social disadvantage to individual development across the life course were analyzed in a developmental-contextual systems model. The results showed that the influence of risk factors associated with socioeconomic disadvantage depended on the developmental stage of the individual, the experience of long-term or continuous disadvantage, and the overall sociohistorical context. Early risk had a moderate influence on the formation of individual competences. The greatest risk was associated with persisting and accumulating experiences of socioeconomic disadvantage throughout childhood and adolescence. Material conditions improved for the later-born cohort, yet pervasive social inequalities existed that affected outcomes during childhood and were consequently reflected in adult attainment.

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Section: Discussionmentioning

confidence: 80%

Section: Timing and Duration Of Risk Experiencesmentioning

confidence: 99%

The Influence of Context, Timing, and Duration of Risk Experiences for the Passage from Childhood to Midadulthood

Schoon¹,

Bynner²,

Joshi³

et al. 2002

Child Development

142

112

View full text Add to dashboard Cite

show abstract

“…Although such 'sleeper effects' have been widely reported in evaluations of early years interventions, they may be artefacts of simple measurement error and random fluctuations. 27 Importantly, if the argument is that lack of fidelity to the Montessori method is responsible for studies not finding significant benefits of Montessori education at younger ages, it is not logical to then credit the Montessori method with any benefits that emerge in follow-up studies.…”

Section: Evaluations Of Montessori Educationmentioning

confidence: 99%

Montessori education: a review of the evidence base

Marshall

2017

npj Science Learn

108

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The Montessori educational method has existed for over 100 years, but evaluations of its effectiveness are scarce. This review paper has three aims, namely to (1) identify some key elements of the method, (2) review existing evaluations of Montessori education, and (3) review studies that do not explicitly evaluate Montessori education but which evaluate the key elements identified in (1). The goal of the paper is therefore to provide a review of the evidence base for Montessori education, with the dual aspirations of stimulating future research and helping teachers to better understand whether and why Montessori education might be effective.

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“…Baltes, personal communication, May, 2005;Clarke & Clarke, 1981). The sleeper effect refers to a situation in which behavioral characteristics of the individual have consequences that are delayed.…”

Section: Improvement Of Skilled Memory Performance In Childrenmentioning

confidence: 99%

Comparing memory skill maintenance across the life span: Preservation in adults, increase in children.

Brehmer¹,

Li²,

Straube³

et al. 2008

Psychology and Aging

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The authors examined life-span differences in the maintenance of skilled episodic memory performance by assessing 100 individuals (10 -11, 12-13, 21-26, and 66 -79 ). Skill maintenance was tested in 2 follow-up sessions, the first without and the second with mnemonic reinstruction. Younger and older adults' average performance levels were stable across time. In contrast, both younger and older children's memory performance improved beyond originally attained levels. Older adults' performance improved from the first to the second follow-up session, presumably profiting from instruction-induced skill reactivation. Results suggest that (a) skill maintenance is largely intact in healthy older adults, (b) older adults need environmental support to fully reactivate their former skill levels (cf. F. I. M. Craik, 1983), and (c) children adapt a skill learned 11 months ago to their increasing cognitive capabilities.

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?Sleeper effects? in development: Fact or artifact?

Cited by 35 publications

References 8 publications

The Influence of Context, Timing, and Duration of Risk Experiences for the Passage from Childhood to Midadulthood

The Influence of Context, Timing, and Duration of Risk Experiences for the Passage from Childhood to Midadulthood

Montessori education: a review of the evidence base

Comparing memory skill maintenance across the life span: Preservation in adults, increase in children.

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