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| Child Development | 7 |
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| Bizzell, Rondeall P. | 1 |
| Brooks-Gunn, Jeanne | 1 |
| Campbell, Frances A. | 1 |
| Duncan, Greg J. | 1 |
| Hagen, John W. | 1 |
| Miller, Louise B. | 1 |
| Ramey, Craig T. | 1 |
| Rose, Susan A. | 1 |
| Svanum, Soren | 1 |
| Taub, Harvey B. | 1 |
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| Journal Articles | 6 |
| Reports - Research | 5 |
| Information Analyses | 1 |
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Peer reviewedTaub, Harvey B.; And Others – Child Development, 1977
The comparative value of various parameters of neonatal prematurity for differentiating intellective, scholastic, and social functioning in middle childhood was assessed for a sample of 38 prematurely born and 26 maturely born subjects aged 7 to 9.5 years. (Author/JMB)
Descriptors: Academic Achievement, Elementary School Students, Intellectual Development, Predictive Validity
Peer reviewedSvanum, Soren; And Others – Child Development, 1982
The effects of father absence on educational achievement and intellectual development of 6- to 11-year-old children were investigated by employing a nationally representative sample of 5,493 father-present and 616 father-absent children from the Health Examination Survey of the National Center for Health Statistics. (Author/RH)
Descriptors: Academic Achievement, Children, Comparative Analysis, Fatherless Family
Peer reviewedDuncan, Greg J.; Brooks-Gunn, Jeanne – Child Development, 2000
Examines consequences of family poverty for child development, noting evidence that deep or persistent poverty early in childhood adversely affects children's ability and achievement. Argues that although the 1996 welfare reforms spurred many welfare-to-work transitions, their time limits and sanctions are likely to deepen poverty among some…
Descriptors: Academic Achievement, Child Development, Children, Cognitive Development
Peer reviewedHagen, 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
Peer reviewedCampbell, Frances A.; Ramey, Craig T. – Child Development, 1994
Assessed the effects of preschool education on achievement in primary school for 88 impoverished African American children and their families. Found that the positive effects of a preschool intervention program on intellectual development and academic achievement were maintained through age 12 and that school-age intervention alone was less…
Descriptors: Academic Achievement, Blacks, Children, Early Intervention
Peer reviewedMiller, Louise B.; Bizzell, Rondeall P. – Child Development, 1983
Investigated the academic and intellectual performance of disadvantaged children who had experienced one of four types of prekindergarten program or no prekindergarten at all. IQ measures did not differ significantly among preschool program groups, but differential effects in the three grades, related to both preschool program and sex, were noted…
Descriptors: Academic Achievement, Compensatory Education, Elementary School Students, Elementary Secondary Education
Peer reviewedRose, Susan A.; And Others – Child Development, 1992
Infants' visual recognition memory (VRM) at seven months was associated with their general intelligence, language proficiency, reading and quantitative skills, and perceptual organization at six years. Infants' VRM, object permanence, and cross-modal transfer of perceptions at one year were related to their IQ and several outcomes at six years.…
Descriptors: Academic Achievement, Cognitive Ability, Early Reading, Followup Studies
