The effects of environmental stimulation and parental nurturance on brain development have been studied extensively in animals. Much less is known about the relations between childhood experience and cognitive development in humans. Using a longitudinally collected data set with ecologically valid in-home measures of childhood experience and later…

The notion of general cognitive ability (or "intelligence") is explored and why the time might now be ripe for educators to re-consider the power offered by a general intellectual capacity which is itself amenable to educational influence. We review existing knowledge concerning general intelligence, including the cohabitation of general and…

We use observations from the NICHD Study of Early Child Care and, Youth Development (SECCYD) to compare structural and process characteristics of child care centers, family child care homes (nonrelative care in a home setting) and care by relatives for 2-, 3- and 4.5-year-old children. Type of care differences in structural and caregiver…

With data from the Early Childhood Longitudinal Study-Birth Cohort (n = 6,449), a nationally representative sample of births in 2001, we used hierarchical linear modeling to analyze differences in observed interactions between married, cohabiting, never-married, and divorced mothers and their children. In contrast to previous studies, we…

The data reported in this small study confirm previous research indicating that early stimulation, though initially affecting human behavior, has little permanent effect upon later functioning. (Author/WY)

Paper presented at the Merrill-Palmer Conference on Research and Teaching of Infant Development, February 13-15, 1970. (JE)

To be a great teacher, more than content knowledge, teacher also needs practical and technical knowledge that contribute to teacher effectiveness. A teacher with high tacit knowledge is usually considered an expert teacher. The purpose of this study is to find out whether teachers with high tacit knowledge give equal preference to the various…

Observation of academic instruction in regular classes revealed that even though teachers were aware of the presence of gifted and/or highly intelligent students in their classes, they did not use questioning to provide cognitive stimulation for them. It was concluded that improving questioning techniques can enhance student learning and…

Infants aged 3-5 months (mean of approximately 4 months) were given a novel anticipatory looking task to test object permanence understanding. They were trained to expect an experimenter to retrieve an object from behind a transparent screen upon hearing a cue (''Doors up, here comes the hand''). The experimenter then hid the object behind one of…

A majority of studies on learning disabilities have focused on elementary grades. Although problems with learning disabilities are life-affecting only a few studies focus on deficits in adults. In this study adults with isolated mathematical disabilities (n = 101) and adults with combined mathematical and reading disabilities (n = 130) solved…

Low-birth-weight infants, who received extra stimulation showed improved development through six months of age. (ST)

Study attempted to determine the viability of optimal level theory as it pertains to infant perceptual and cognitive development. (Authors)

Paper presented at the Merrill-Palmer Conference on Research and Teaching of Infant Development, February 13-15, 1970. (JE)

The study examined the longitudinal association of parental involvement in Head Start parent-focused programs, parenting behaviors, and the cognitive development of children by specifying two longitudinal growth models. Model 1 examined the longitudinal effects of the parental involvement in three Head Start parenting programs (parenting classes,…