THE RELATION OF INFANTS HOME ENVIRONMENTS TO ACHIEVEMENT-TEST PERFORMANCE IN 1ST GRADE - A FOLLOW-UP-STUDY
THE RELATION OF INFANTS HOME ENVIRONMENTS TO ACHIEVEMENT-TEST PERFORMANCE IN 1ST GRADE - A FOLLOW-UP-STUDY
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DOI：
10.2307/1130131
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发表时间：
1984-01-01
影响因子：
4.6
通讯作者：
CALDWELL, BM
中科院分区：
文献类型：
--
作者：
BRADLEY, RH;CALDWELL, BM
在早先的两项调查中，在3岁和4岁半时，在生命的头两年进行的家庭[环境测量家庭观察]问卷的得分与智力测试得分显著相关。在目前的调查中，前两年的家庭成绩与一年级的SRA[科学研究助理]成就测试成绩显示出类似的关系。总体而言，这项研究的结果与以前的研究结果相似，只是子量表母亲的反应性与成就的相关性比智商弱；而刺激量表的多样性显示出更强的相关性。在所有家庭分量表中，游戏材料与一年级成绩的相关性最强。12个月的时候。贝利智力发展指数得分被从家庭/成就关系中分离出来，这种相关性的大小几乎没有被注意到；然而，当三年智商或随后的家庭得分被分离时，几乎没有发现剩余的相关性。
In 2 earlier investigations, scores on the HOME [Home Observation for Measurement of the Environment] Inventory administered during the first 2 yr of life were substantially correlated with intelligence test scores at ages 3 and 4 1/2 yr. In the current investigation, HOME scores in the first 2 yr showed similar relations to SRA [Scientific Research Associates] Achievement Test scores during the 1st grade. In general, findings from this study were like those from the earlier investigations except that the subscale, maternal responsivity, showed a weaker relation to achievement than IQ; while the variety of stimulation scale showed a stronger relation. Of all the HOME subscales, play materials revealed the strongest correlation with the 1st-grade achievement. When 12-mo. Bayley MDI [Mental Development Index] scores were partialed out of the HOME/achievement relation, little reduction was noted in the magnitude of the correlation; however, when 3-yr IQ or subsequent HOME scores were partialed out, little residual correlation was noted.