EFFECTS OF EARLY INTERVENTION ON INTELLECTUAL AND ACADEMIC-ACHIEVEMENT - A FOLLOW-UP-STUDY OF CHILDREN FROM LOW-INCOME FAMILIES
EFFECTS OF EARLY INTERVENTION ON INTELLECTUAL AND ACADEMIC-ACHIEVEMENT - A FOLLOW-UP-STUDY OF CHILDREN FROM LOW-INCOME FAMILIES
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DOI：
10.1111/j.1467-8624.1994.tb00777.x
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发表时间：
1994-04-01
影响因子：
4.6
通讯作者：
RAMEY, CT
中科院分区：
文献类型：
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作者：
CAMPBELL, FA;RAMEY, CT
干预结束后4-7年获得的随访数据，提交给卡罗莱纳初学者项目，这是一项针对贫困家庭儿童的幼儿教育干预实验研究。受试者被随机分配到4个干预条件中的一个：从婴儿期到3岁的公立学校教育治疗（最多8岁）;仅学前治疗（婴儿期到5岁）;仅小学治疗（5-8岁）或未治疗的对照组。学前治疗对智力发展和学业成绩的积极影响一直保持到12岁。单独的学龄期治疗效果较差。结果普遍支持的强度假设，认知和学业成绩的措施，随着治疗时间的增加而增加的分数。
Follow-up data, obtained 4-7 years after intervention ended, are presented for the Carolina Abecedarian Project, an experimental study of early childhood educational intervention for children from poverty families. Subjects were randomly assigned to 1 of 4 intervention conditions: educational treatment from infancy through 3 years in public school (up to age 8); preschool treatment only (infancy to age 5); primary school treatment only (age 5-8 years), or an untreated control group. Positive effects of preschool treatment on intellectual development and academic achievement were maintained through age 12. School-age treatment alone was less effective. Results generally supported an intensity hypothesis in that scores on cognitive and academic achievement measures increased as duration of treatment increased.