An Empirical Investigation Into the Intellectual, Physical, Psychological, and Social Consequences of Being Reared an Only Child. Final Report.

Autor/inn/en	Doby, John T.; und weitere
Institution	Emory Univ., Atlanta, GA.
Titel	An Empirical Investigation Into the Intellectual, Physical, Psychological, and Social Consequences of Being Reared an Only Child. Final Report.
Quelle	(1980), (238 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adolescents; Birth Order; Blacks; Children; Comparative Analysis; Family Structure; Intellectual Development; Intelligence Quotient; Physical Development; Siblings; Social Development; Socioeconomic Influences; Whites + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geburtenfolge; Black person; Schwarzer; Child; Kind; Kinder; Familienkonstellation; Familiensystem; Mental development; Geistige Entwicklung; Intelligenzquotient; Körperliche Entwicklung; Sibling; Geschwister; Soziale Entwicklung; Sozioökonomischer Faktor; White; Weißer
Abstract	Declining family size plus the widespread belief that only children experience adjustment difficulties provided the impetus for this investigation comparing the characteristics of only children with children raised in multiple-sibling families. Results indicated that being reared as an only child actually provided a slight developmental advantage over those raised with other siblings. A wide range of nation-wide physical, medical, social, and psychological data were obtained for children and adolescents. Information was gathered on background characteristics such as parents' educational levels and prenatal and natal conditions. Dependent variables included physical development, medical health, cognitive abilities, and psychological as well as social characteristics. The following conclusions were reached: (1) a simple correlation between birth order and I.Q. disappeared when background characteristics such as parental education level and family income were considered; (2) under extremely disadvantaged conditions, the I.Q. scores of blacks and whites did not differ significantly; (3) the rates of I.Q. development over time for different socioeconomic and racial groups remained stable; and (4) the I.Q. development of groups from deprived environments was associated with fewer factors than was the I.Q. development of groups from enriched environments. Appendices provide graphs, data items, and background information. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC