The Extent of Individual Changes in I.Q. For Ages Between 6 Months and 17 Years, in a British Longitudinal Sample

Hindley, C. B.; Owen, Charlie

doi:10.1111/j.1469-7610.1978.tb00480.x

Cited by 53 publications

(24 citation statements)

References 29 publications

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“…The correlation of 0.67 between IQs before and after adoption is moderate and indicates a degree of stability close to the stability found in longitudinal studies of biological children who have not undergone an environmental change (r ϭ 0.60 between 4 and 5 or 14 and 15 years of age) (41,42). Thus, on the basis of IQ at the end of the preschool period, the results show that there is a moderate stability for rank (43).…”

Section: Discussionmentioning

confidence: 86%

How can we boost IQs of “dull children”?: A late adoption study

Duyme

Dumaret

Tomkiewicz

1999

Proc. Natl. Acad. Sci. U.S.A.

186

103

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From 5,003 files of adopted children, 65 deprived children, defined as abused and͞or neglected during infancy, were strictly selected with particular reference to two criteria: (i) They were adopted between 4 and 6 years of age, and (ii) they had an IQ <86 (mean ‫؍‬ 77, SD ‫؍‬ 6.3) before adoption. The average IQs of adopted children in lower and higher socioeconomic status (SES) families were 85 (SD ‫؍‬ 17) and 98 (SD ‫؍‬ 14.6), respectively, at adolescence (mean age ‫؍‬ 13.5 years). The results show (i) a significant gain in IQ dependent on the SES of the adoptive families (mean ‫؍‬ 7.7 and mean ‫؍‬ 19.5 IQ points in low and high SES, respectively), (ii) IQs after adoption are significantly correlated with IQs before adoption, and (iii) during adolescence, verbal IQs are significantly lower than performance IQs.

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Section: Discussionmentioning

confidence: 86%

How can we boost IQs of “dull children”?: A late adoption study

Duyme

Dumaret

Tomkiewicz

1999

Proc. Natl. Acad. Sci. U.S.A.

186

103

View full text Add to dashboard Cite

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“…However, there is now evidence that while Volume 15, Number 4, April 1982 2/5 data taken from populations may show high stability, this masks large changes among sub-groups. Hindley and Owen (1978), for example, report that between the ages of 3 and 17 years the IQ scores of 25% of their sample changed by 22 points or more, despite an overall correlation for the total group of .53. Similar results have been found by McCall, Applebaum, & Hogarty (1973).…”

Section: Discussionmentioning

confidence: 94%

The Early Identification of Educationally ‘At Risk’ Children Revisited

Lindsay¹,

Wedell

1982

J Learn Disabil

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The basic assumptions underlying the development of early identification procedures are reviewed. The effectiveness of screening measures designed to identify educationally "at risk" children is critically examined. It is concluded that there is a general lack of evidence for the usefulness of such instruments. The implications of these findings are considered, and an alternative strategy of action based on the use of sequences of educational objectives rather than predictive instruments is proposed.T here is no doubt that a major growth area in education over recent years has been the early identification of children experiencing or likely to experience learning difficulties. While major interest in this area began in the 1960s in the United States, it has been within the past decade that work in England has proliferated. In 1972 a survey carried out by the Department of Education and Science (DES) reported that 25% of local education authorities (LEAs) carry out some form of educational screening, although this estimate also included surveys of educational attainment. In 1976 Makins reported that 47% of LEAs were using screening procedures and an additional 27% were planning to implement them.Official impetus to such endeavours has been provided by government reports, particularly that of the Bullock Committee (DES 1975) and more recently the Warnock Committee (DES 1978). However, while support for the aims underlying such procedures has grown and the production of instruments designed for the purpose has proliferated, the evaluation of the effectiveness of the procedures has not been so prevalent. One reason is that in England at least the majority of procedures have been initiated locally by practitioners (educational psychologists, educational advisers) with limited resources for large-scale studies.However, the need for a more critical evaluation of the early identification of children with learning difficulties has become increasingly apparent. If such procedures result in certain children being allocated to or deprived of particular resources, then an evaluation of their accuracy and usefulness is necessary.The purpose of this paper is first to examine the basic assumptions underlying the development of early identification procedures, and then to consider the evidence about the validity of the various types of procedure. In the final part of the paper, we consider the implications of the foregoing for achieving the aims of early identification.

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“…We believe this inflation was due to the subscale and DQ formulae adjusting insufficiently for infant age, which we corrected in the current study by linear regression. However, it should be noted that our unadjusted scores fell into the general range reported for middle-class children in Sweden (Klackenberg-Larsson & Stensson, 1968), England (Hindley & Owen, 1978), and for African Americans (Golden, Birns, & Bridger, 1971). To further increase reliability, we also utilized a total score by adding the subscale age-adjusted scores.…”

Section: Discussionmentioning

confidence: 99%

Maternal Depressive Symptoms Affect Infant Cognitive Development in Barbados

Galler

Harrison

Ramsey

et al. 2000

Child Psychology Psychiatry

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This longitudinal study is part of a series examining the relationships between maternal mood, feeding practices, and infant growth and development during the first 6 months of life in 226 well-nourished mother-infant dyads in Barbados. In this report, we assessed maternal moods (General Adjustment and Morale Scale and Zung Depression and Anxiety Scales), feeding practices (scales describing breast-feeding and other practices associated with infant feeding in this setting), and infant cognitive development (Griffiths Mental Development Scales). Multivariate analyses, with and without controlling for background variables, established significant relationships between maternal moods and infant cognitive development. Infants of mothers with mild moderate depression had lower Griffiths scores than infants of mothers without depression. Maternal depressive symptoms and lack of trust at 7 weeks predicted lower infant social and performance scores at 3 months. Maternal moods at 6 months were associated with lower scores in motor development at the same age. Although no independent relationships emerged between feeding practices and infant cognitive development, the combination of diminished infant feeding intensity and maternal depression predicted delays in infant social development. These findings demonstrate the need to carefully monitor maternal moods during the postpartum period, in order to maximize the benefits of breast-feeding and related health programs to infant cognitive development.

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The Extent of Individual Changes in I.Q. For Ages Between 6 Months and 17 Years, in a British Longitudinal Sample

Cited by 53 publications

References 29 publications

How can we boost IQs of “dull children”?: A late adoption study

How can we boost IQs of “dull children”?: A late adoption study

The Early Identification of Educationally ‘At Risk’ Children Revisited

Maternal Depressive Symptoms Affect Infant Cognitive Development in Barbados

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