Social Class and Infant Intelligence

Golden, Mark; Birns, Beverly

doi:10.1007/978-1-4684-6961-5_11

Cited by 42 publications

(15 citation statements)

References 27 publications

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“…Reviews of the correlation between socioeconomic status (SES) and concurrent infant mental test performance (McCall 1979(McCall , 1983Golden and Birns 1983) show that there is no global relation between SES and infant test performance until 18 to 24 months of age. Studies have shown that SES predicted later IQ better than test scores obtained during the first 18 months (McCall et al 1972).…”

mentioning

confidence: 99%

Predictors of developmental delay at 18 months and later school achievement problems

Sonnander¹,

Claesson²

1999

Dev Med Child Neurol

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The aim of the study was to examine the predictive value of the variables of parental assessment score, pre-, peri-, and postpartum optimality, sex, socioeconomic status (SES), and maternal education with respect to developmental delay at 18 months, and intellectual disability and school achievement problems at 8 and 14 years. The sample studied comprised 101 children (53 low scorers and 48 controls) originally from a total population of 2783 children assessed by their parents at 18 months using a screening instrument. Data were analysed by logistic regression. The results yielded moderate but statistically significant correlations between predictor and outcome variables. Optimality score and maternal education were the best predictors of developmental delay at 18 months. At 8 years, parental assessment score and maternal education constituted the best predictors of school achievement problems. At 14 years, SES together with parental assessment score were included in the model, when school achievement problems were predicted. Parental assessment score showed the strongest association with school achievement problems at both 8 and 14 years, when children with intellectual disability were included in the analysis. The exclusion of children with intellectual disability from the analyses yielded a stronger association between maternal education (at 8 years) and SES (at 14 years) and school achievement problems. The overall classification accuracy of the models varied between 67% and 88%. Specificity varied from 65% at 18 months to 95% at 14 years. Sensitivity varied from 70% at 18 months and 55% (all cases) and 42% (children with intellectual disability excluded) at 14 years.

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confidence: 99%

Predictors of developmental delay at 18 months and later school achievement problems

Sonnander¹,

Claesson²

1999

Dev Med Child Neurol

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“…Parental educatio n appears to be a strong pred ictor of children's later language ability partly through its ass ocia tion with lin gu istically mor e enri ching parent al interaction sty les (Tha i & Kati ch , 1996). Educated mothers ten d to be more verbally respon sive, to provide mor e complex linguistic models, and to have higher linguistic expectations of their toddlers (Bee, Barnard, Eyres, Gray , Hammond, Spietz, Snyder, & Clark, 1982;Golden & Birns, 1976). …”

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confidence: 99%

Parental contribution to child’s early language and interest in books

1998

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The relationships between parents' age, education, literacy activities and shared reading with Ihe child and children's language skills and early interest in books were examined in a longitudinal study of 108 children. Parents reported on their children's lexical and grammatical development by using the MacArthur Communicative Development Inventories (the CDIs) at the ages of 14 and 24 months. The Bayley Scales of Infant Development were administered to the children in a laboratory setting at 24 months. Information on parental background variables was obtained through a questionnaire before the children's birth. Book reading habits were inquired when the children were 2 years of age. Mothers' education, literacy activities and shared reading with the child were shown to be more strongly associated with the 2-year-olds' lexical and grammatical skills than were those of fathers. A corresponding association to parental background variables emerged regardless of whether parental report data or scores on the structured test were employed as the child language measure. Shared reading with the father was found to be linked to children's early interest in books. The children who exhibited greater interest in books »;ere likely to be read to by mothers alld fathers more frequently than other children. These children also had larger vocabularies than did children with low interest in books. The role of endogenous and exogenous variables in explaining children 's language skills and early book reading interest are discussed.

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“…Restricted ranges may have reduced the magnitude of these associations although others also have found weak but significant correlations between Rayley scores and social class (Rubin & Balow 1979). In general, test scores of normal infants during the first 18 months are not related to social class whereas strong associations arc observed after this age (Bronian et al 1975;Golden & Birns 1983;McCall et al 1973). Follow-up of the present cohort will permit reassessrncnt of the relations between developmental competence, childhood intelligence and levels of parental social class and education.…”

Section: Development and Temperamentmentioning

confidence: 99%

Infant outcome following mid‐trimester amniocentesis: development and physical status at age six months

Finegan

Quarrington

Hughes

et al. 1985

BJOG

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Summary. Ninety‐one infants whose mothers had had amniocentesis, because age increased their risk for a fetal chromosome abnormality, were compared with 53 infants whose mothers chose not to have the test. Mental and motor development and temperament were studied to assess potential influence of amniocentesis on the brain. Physical growth was assessed and the infants were examined for orthopaedic abnormalities and needle injury. The results indicated that amniocentesis does not appear to influence infant mental and motor development, temperament, physical growth or the risk of orthopaedic abnormalities. However, amniocentesis is not entirely free of risk because several of the infants had needle marks. Reassessment of the cohort at age 4 and 7 years and will provide information on the potential longer term consequences of mid‐trimester amniocentesis.

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Social Class and Infant Intelligence

Cited by 42 publications

References 27 publications

Predictors of developmental delay at 18 months and later school achievement problems

Predictors of developmental delay at 18 months and later school achievement problems

Parental contribution to child’s early language and interest in books

Infant outcome following mid‐trimester amniocentesis: development and physical status at age six months

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