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Does Reading Cause Later Intelligence? Accounting for Stability in Models of Change
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Bailey, Drew H.; Littlefield, Andrew K. – Child Development, 2017
This study reanalyzes data presented by Ritchie, Bates, and Plomin (2015) who used a cross-lagged monozygotic twin differences design to test whether reading ability caused changes in intelligence. The authors used data from a sample of 1,890 monozygotic twin pairs tested on reading ability and intelligence at five occasions between the ages of 7…
Descriptors: Correlation, Child Development, Intelligence, Developmental Stages
Does Learning to Read Improve Intelligence? A Longitudinal Multivariate Analysis in Identical Twins from Age 7 to 16
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Ritchie, Stuart J.; Bates, Timothy C.; Plomin, Robert – Child Development, 2015
Evidence from twin studies points to substantial environmental influences on intelligence, but the specifics of this influence are unclear. This study examined one developmental process that potentially causes intelligence differences: learning to read. In 1,890 twin pairs tested at 7, 9, 10, 12, and 16 years, a cross-lagged…
Descriptors: Intelligence, Twins, Environmental Influences, Child Development
Systems and Cascades in Cognitive Development and Academic Achievement
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Bornstein, Marc H.; Hahn, Chun-Shin; Wolke, Dieter – Child Development, 2013
A large-scale ("N" = 552) controlled multivariate prospective 14-year longitudinal study of a developmental cascade embedded in a developmental system showed that information-processing efficiency in infancy (4 months), general mental development in toddlerhood (18 months), behavior difficulties in early childhood (36 months),…
Descriptors: Cognitive Development, Academic Achievement, Adolescents, Longitudinal Studies
Infant Mental Development and Neurological Status, Family Socioeconomic Status, and Intelligence at Age Four
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Ireton, Harold; And Others – Child Development, 1970
Descriptors: Cognitive Development, Correlation, Infants, Intelligence
Exploring the Genetic and Environmental Etiology of High General Cognitive Ability in Fourteen- to Thirty-Six-Month-Old Twins.
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Petrill, Stephen A.; And Others – Child Development, 1998
Examined the origins of high general cognitive ability (g) in twins who were participating in the MacArthur Longitudinal Twin Study. Formed high g groups from the 19th percentile and above at each age. Results suggested increasing genetic influence and increasing genetic stability from 14 to 36 months and substantial genetic influences with…
Descriptors: Cognitive Ability, Cognitive Development, Etiology, Intellectual Development
The Relationship of Socioeconomic Status and Sex to Body Size, Skeletal Maturation, and Cognitive Status of Guatemala City Schoolchildren.
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Bogin, Barry; MacVean, Robert B. – Child Development, 1983
Longitudinal data from a study of child development in Guatemala City were used to describe the influence of socioeconomic status and sex on physical and cognitive growth status. The correlation between growth status variables was also analyzed. (Author/RH)
Descriptors: Body Height, Body Weight, Cognitive Development, Foreign Countries
Conceptions of Ability and Intelligence.
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Nicholls, John N.; And Others – Child Development, 1986
Explores age differences (6 to 22 years of age) in conceptions about the nature of the skills required by verbal and nonverbal (abstract) intelligence tests. (HOD)
Descriptors: Age Differences, Cognitive Ability, Cognitive Development, Concept Formation
Early Malnutrition and Child Neurobehavioral Development: Insights from the Study of Children of Diabetic Mothers.
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Rizzo, Thomas A.; And Others – Child Development, 1997
Studied whether disturbances in mothers' metabolism (N=139) during pregnancy may exert long-range effects on neurobehavioral development of singleton progeny. Examined detailed pregnancy and perinatal records of mothers who experienced diabetes in pregnancy and intelligence tests of their offspring, administered at ages 7 to 11 years. All…
Descriptors: Academic Achievement, Child Development, Cognitive Development, Cognitive Processes
Early Intervention and Mediating Processes in Cognitive Performance of Children of Low-Income African American Families.
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Burchinal, Margaret R.; Campbell, Frances A.; Bryant, Donna M.; Wasik, Barbara H.; Ramey, Craig T. – Child Development, 1997
Examined influences on African-American children's cognitive development between 6 months and 8 years. Found that more optimal patterns of development were associated with intensive early educational child care, responsive home stimulation, and higher maternal IQ. Child care experiences were related to cognitive performance through enhancing…
Descriptors: Black Students, Blacks, Children, Cognitive Development