The Legacy of Early Experiences in Development: Formalizing Alternative Models of How Early Experiences Are Carried Forward Over Time
The Legacy of Early Experiences in Development: Formalizing Alternative Models of How Early Experiences Are Carried Forward Over Time
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DOI：
10.1037/a0027852
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发表时间：
2013-01-01
影响因子：
4
通讯作者：
Haltigan, John D.
中科院分区：
文献类型：
--
作者：
Fraley, R. Chris;Roisman, Glenn I.;Haltigan, John D.
心理学家长期以来一直在争论早期经历在社会和认知发展中的作用。然而，研究这个问题的传统方法并不能很好地解决这一争论。作者提出的模拟表明，考虑到早期经历的发展意义的其他假设，早期经历和后来结果之间的关联应该随着时间的推移接近不同的渐近值。为了测试替代发展模型的预测，作者检查了国家儿童健康和人类发展研究所 (NICHD) 早期儿童保育和青少年发展研究 (SECCYD) 的数据，这些数据涉及生命前 3 年的母亲敏感性及其与 15 岁之前的社交能力和学术技能的关系。通过多种方法、多信息结果数据，结果表明，早期护理经历可能对这两个领域产生持久影响。
Psychologists have long debated the role of early experience in social and cognitive development. However, traditional approaches to studying this issue are not well positioned to address this debate. The authors present simulations that indicate that the associations between early experiences and later outcomes should approach different asymptotic values across time, given alternative assumptions about the developmental significance of early experience. To test the predictions of alternative developmental models, the authors examine data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) on maternal sensitivity in the first 3 years of life and its association with social competence and academic skills through age 15. Across multimethod, multi-informant outcome data, results suggest that there may be enduring effects of early caregiving experiences in both of these domains.