Few studies have investigated associations of milestone development in early childhood with intelligence in adulthood in typically developing children. The current study is an extension of 2 previous studies on smaller samples and investigated associations of age at attainment of 32 developmental milestones attained between 0 and 3 years of age…

Many researchers have used the standard Iowa Gambling Task (IGT) to assess decision-making in adolescence given increased risk-taking during this developmental period. Most studies are cross-sectional and do not observe behavioral trajectories over time, limiting interpretation. This longitudinal study investigated healthy adolescents' and young…

What drives socioeconomic success within a society? This study analyzes how late childhood intelligence, parental socioeconomic background, and gender relate to multiple dimensions of adult socioeconomic success (i.e., education, occupational status, and income). A particular focus is placed on education, which is considered as both an indicator…

Drawing on a 2-wave longitudinal sample spanning 40 years from childhood (age 12) to middle adulthood (age 52), the present study was designed to examine how student characteristics and behaviors in late childhood (assessed in Wave 1 in 1968) predict career success in adulthood (assessed in Wave 2 in 2008). We examined the influence of parental…

This research examined if mothers' day-to-day praise of children's success in school plays a role in children's theory of intelligence and motivation. Participants were 120 children (mean age = 10.23 years) and their mothers who took part in a 2-wave study spanning 6 months. During the first wave, mothers completed a 10-day daily interview in…

The main purpose of the present study was to investigate the importance of task persistence in young adolescence for successful educational and occupational attainment in middle adulthood. Data from age 13 (N = 1,092) and adult age (age 43 for women, N = 569 and age 47 for men, N = 393) were taken from the Swedish longitudinal research program…

Infants were classified as high or low in differential vocal responsiveness (DVR), and tested for degree of response to stimulation by a stranger and to stimulation by their mothers. The infants' DVR classification was related to scores on the Stanford-Binet and the Illinois Test of Psycholinguistic Abilities. (Author/SS)

Analytic intelligence was a good predictor of communication scores for boys but not for girls. Verbal ability was no better a predictor for girls than boys. The correlational evidence indicates that conventional intelligence tests predict social perspective taking as well as Piaget's measure of spatial perspective-taking ability. (Authors)