Early intervention and mediating processes in cognitive performance of children of low-income African American families
Early intervention and mediating processes in cognitive performance of children of low-income African American families
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DOI：
10.1111/j.1467-8624.1997.tb01972.x
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发表时间：
1997-10-01
影响因子：
4.6
通讯作者：
Ramey, CT
中科院分区：
文献类型：
--
作者：
Burchinal, MR;Campbell, FA;Ramey, CT
这项对161名来自低收入家庭的非洲裔美国儿童的纵向研究考察了多种影响，包括儿童早期干预措施以及儿童和家庭的特征，对6个月至8岁儿童认知表现的纵向模式的影响。结果表明，更优化的认知发展模式与密集的早期教育儿童保育，响应刺激护理在家里，和更高的母亲智商。根据一般系统模型，分析还表明，儿童保育经历与更好的认知表现有关，部分原因是通过增强婴儿对其环境的反应能力。母亲的智商对儿童早期的认知表现有直接的影响，也通过其对家庭环境的影响产生间接的影响。
This longitudinal study of 161 African American children from low-income families examined multiple influences, including early childhood interventions and characteristics of the child and family, on longitudinal patterns of children's cognitive performance measured between 6 months and 8 years of age. Results indicate that more optimal patterns of cognitive development were associated with intensive early educational child care, responsive stimulating care at home, and higher maternal IQ. In accordance with a general systems model, analyses also suggested that child care experiences were related to better cognitive performance in part through enhancing the infant's responsiveness to his or her environment. Maternal IQ had both a direct effect on cognitive performance during early childhood and, also, an indirect effect through its influence on the family environment.