Predicting individual differences in attention, memory, and planning in first graders from experiences at home, child care, and school
Predicting individual differences in attention, memory, and planning in first graders from experiences at home, child care, and school
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DOI：
10.1037/0012-1649.41.1.99
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发表时间：
2005-01-01
影响因子：
4
通讯作者：
Weintraub, M
中科院分区：
文献类型：
--
作者：
Allhusen, V;Belsky, J;Weintraub, M
这项研究增加了越来越多的文献，将儿童在环境中的经历与他们在注意力和记忆力方面的发展技能的个体差异联系起来。和计划。作者询问了家庭和儿童保育或学校环境中的刺激性和敏感性护理在多大程度上可以预测这些认知结果。作者还质疑生命前3年经历的首要地位。从700名一年级学生的经验，在家里，在儿童保育或学校的样本进行了评估，因为婴儿早期的数据显示，儿童养育环境的累积质量有关的注意力和记忆力，但不规划，家庭环境的质量更强烈地与结果比儿童保育和学校的质量。两个孩子的早期（6至36个月）和后期（54个月和一年级）的环境质量预测的注意力和记忆任务的性能。
This study adds to the growing literature linking children's experiences in the environment to individual differences in their developing skills in attention, memory. and planning. The authors asked about the extent to which stimulating and sensitive care in the family and in the child-care or school environments would predict these cognitive outcomes. The authors also questioned the primacy of experiences in the first 3 years of life. Data from a sample of 700 first graders whose experiences in the home and in child care or school were evaluated since early infancy revealed that the cumulative quality of the child-rearing environment was related to attention and memory but not to planning and that the quality of the family environment was more strongly associated with outcomes than was the quality of child care and of school. The quality of both children's early (6 through 36 months) and later (54 months and first grade) environments predicted performance on the attention and memory tasks.