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Change in Fluid and Crystallized Intelligence and Student Achievement: The Role of Intellectual Engagement
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Hülür, Gizem; Gasimova, Fidan; Robitzsch, Alexander; Wilhelm, Oliver – Child Development, 2018
Intellectual engagement (IE) refers to enjoyment of intellectual activities and is proposed as causal for knowledge acquisition. The role of IE for cognitive development was examined utilizing 2-year longitudinal data from 112 ninth graders (average baseline age: 14.7 years). Higher baseline IE predicted higher baseline crystallized ability but…
Descriptors: Intellectual Experience, Learner Engagement, Cognitive Development, Longitudinal Studies
Toddlers with Employed Mothers.
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Schachter, Frances Fuchs – Child Development, 1981
Compares a group of 32 toddlers with employed mothers with a matched group of 38 toddlers with nonemployed mothers in order to examine the effect of maternal employment on the development of the child. While no differences were found between the two groups in language development and emotional adjustment, children of employed mothers were more…
Descriptors: Comparative Analysis, Emotional Development, Employed Women, Intelligence Differences
Early Toy Preferences of Four-Year-Old Readers and Nonreaders.
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Thomas, Billie – Child Development, 1984
Investigates recall of toy preferences in the parents of 56 four-year-old children classified either as early readers or as nonreaders. Results indicated that early readers cannot be differentiated by IQ or family demographic information alone and that consistent toy preferences precede the acquisition of early reading skills. (Author/CI)
Descriptors: Age Differences, Comparative Analysis, Early Reading, Family Characteristics
Intellective Functioning and Strategy Use in Children with Insulin-Dependent Diabetes Mellitus.
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Hagen, John W.; And Others – Child Development, 1990
Cognitive ability of nondiabetic children and early and late onset diabetic children was compared. Diabetic children scored in the normal range in intelligence and academic performance, but showed evidence of school difficulties and memory deficiencies. Children's perceived self-competence and parents' reports of children's functioning and…
Descriptors: Academic Achievement, Adolescents, Age Differences, Competence
Social Cognition and Competence in Middle Childhood.
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Pellegrini, David S. – Child Development, 1985
Evaluates fourth-to seventh-grade children on two aspects of social cognition: interpersonal understanding and means-ends problem-solving ability. Relates the two variables to sex, age, IQ, social class, and multiple dimensions of competence. Both variables significantly correlated with I.Q. while interpersonal understanding also correlated with…
Descriptors: Age Differences, Children, Elementary Education, Empathy
Preventing Intellectual and Interactional Sequelae of Fetal Malnutrition: A Longitudinal Transactional, and Synergistic Approach to Development.
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Zeskind, Philip Sanford; Ramey, Craig T. – Child Development, 1981
Presents longitudinal data regarding detrimental effects through 36 months of age on intellectual, behavioral, and social-interactional development in a nonsupportive caregiving environment, and the continuing amelioration of those effects in a supportive caregiving environment. Suggests that mothers of fetally malnourished infants may have had…
Descriptors: Infant Behavior, Infants, Intellectual Development, Intelligence Differences