Longitudinal Assessment of the Intelligence of Black Infants, Ages 22 to 41 Months. Revised.

Autor/in	Slaughter, Diana T.
Titel	Longitudinal Assessment of the Intelligence of Black Infants, Ages 22 to 41 Months. Revised.
Quelle	(1979), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Black Mothers; Blacks; Cognitive Development; Disadvantaged; Intelligence Quotient; Language Acquisition; Language Skills; Lower Class Parents; Parent Background; Parent Child Relationship; Parent Education; Verbal Ability; Young Children; McCarthy Scales of Childrens Abilities; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Kognitive Entwicklung; Intelligenzquotient; Sprachaneignung; Spracherwerb; Language skill; Sprachkompetenz; Elternhaus; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Mündliche Leistung; Frühe Kindheit
Abstract	A study was conducted using a longitudinal, multivariate, multimethod approach to determine the effects of parent education programs on black mothers and children from lower socioeconomic status backgrounds. Black infants from lower status communities, ages 22-41 months, were evaluated during the early intervention study. Instruments used included the Peabody, Cattell, and McCarthy psychometric intelligence tests. Over time, all groups declined significantly in average IQ score, but program groups, by comparison to the control group, did much less so on the Cattell-McCarthy sequence. At the third and final testing, Peabody and McCarthy mean IQ scores differed an average of 25 points across the three groups. Program children, generally, were superior to controls on the McCarthy measure of expressive language. The findings suggest the effectiveness of some types of intervention programs, and also suggest the different socialization processes to which black and white children are exposed. (Author/APM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC