Physically developed and exploratory young infants contribute to their own long-term academic achievement.
Physically developed and exploratory young infants contribute to their own long-term academic achievement.
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DOI：
10.1177/0956797613479974
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发表时间：
2013-10
影响因子：
8.2
通讯作者：
Suwalsky JT
中科院分区：
文献类型：
--
作者：
Bornstein MH;Hahn CS;Suwalsky JT
发展级联定义了一种纵向关系，在这种关系中，一种心理特征在时间上独特地影响另一种心理特征，与其他个人内外因素分开。在这里，我们报告了一项大规模（N = 374），规范性，前瞻性，14年的纵向，多变量，多变量，对照研究的发展级联从婴儿运动探索能力在5个月到青少年的学业成就在14岁，通过概念相关和年龄适当的措施，心理测量智力在4和10年，在10年的学业成就。这种发展级联同样适用于女孩和男孩，并且独立于儿童的行为调整和社会能力;母亲的支持性教育，语言智力，教育和育儿知识;以及物质家庭环境。在5个月大时，运动能力更成熟、探索更积极的婴儿在14岁时达到了更高的学术水平。
A developmental cascade defines a longitudinal relation in which one psychological characteristic uniquely affects another psychological characteristic later in time, separately from other intrapersonal and extrapersonal factors. Here, we report results of a large-scale (N = 374), normative, prospective, 14-year longitudinal, multivariate, multisource, controlled study of a developmental cascade from infant motor-exploratory competence at 5 months to adolescent academic achievement at 14 years, through conceptually related and age-appropriate measures of psychometric intelligence at 4 and 10 years and academic achievement at 10 years. This developmental cascade applied equally to girls and boys and was independent of children’s behavioral adjustment and social competence; mothers’ supportive caregiving, verbal intelligence, education, and parenting knowledge; and the material home environment. Infants who were more motorically mature and who explored more actively at 5 months of age achieved higher academic levels as 14-year-olds.