Adoption and Cognitive Development: A Meta-Analytic Comparison of Adopted and Nonadopted Children's IQ and School Performance

Autor/inn/en	van Ijzendoorn, Marinus H.; Juffer, Femmie; Poelhuis, Caroline W. Klein
Titel	Adoption and Cognitive Development: A Meta-Analytic Comparison of Adopted and Nonadopted Children's IQ and School Performance
Quelle	In: Psychological Bulletin, 131 (2005) 2, S.301-316 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-2909
Schlagwörter	Learning Problems; Siblings; Intelligence Quotient; Cognitive Development; Adoption; Academic Achievement + Suchen Sie Ihr Suchwort? Lernproblem; Sibling; Geschwister; Intelligenzquotient; Kognitive Entwicklung; Schulleistung
Abstract	This meta-analysis of 62 studies (N=17,767 adopted children) examined whether the cognitive development of adopted children differed from that of (a) children who remained in institutional care or in the birth family and (b) their current (environmental) nonadopted siblings or peers. Adopted children scored higher on IQ tests than their nonadopted siblings or peers who stayed behind, and their school performance was better. Adopted children did not differ from their nonadopted environmental peers or siblings in IQ, but their school performance and language abilities lagged behind, and more adopted children developed learning problems. Taken together, the meta-analyses document the positive impact of adoption on the children's cognitive development and their remarkably normal cognitive competence but delayed school performance. (Author).
Anmerkungen	American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242. Tel: 800-374-2721 (Toll Free); Tel: 202-336-5510; TDD/TTY: 202-336-6123; Fax: 202-336-5502; e-mail: journals@apa.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10