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| Autor/inn/en | Pages, Remy; Protzko, John; Bailey, Drew H. |
|---|---|
| Titel | The Breadth of Impacts from the Abecedarian Project Early Intervention on Cognitive Skills |
| Quelle | In: Journal of Research on Educational Effectiveness, 15 (2022) 2, S.243-262 (20 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Pages, Remy) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1934-5747 |
| DOI | 10.1080/19345747.2021.1969711 |
| Schlagwörter | Early Intervention; Cognitive Ability; Intelligence Quotient; Children; Adolescents; Young Adults; Early Childhood Education; Disadvantaged; Program Effectiveness; Thinking Skills; North Carolina |
| Abstract | Early life interventions impacting cognitive abilities are most often followed by post-treatment fadeout. Some have hypothesized that persistence is unlikely when gains are specific to trained skills and distinguishable from impacts on general cognitive ability (classically modeled as a hierarchical factor, so-called psychometric g). Using measurement invariance testing and multiple-indicators multiple-causes models, we investigated impacts on IQ subtests from the Abecedarian early childhood intervention (n = 107). We found that (1) observed impacts on IQ scores from age 5 to age 21 were consistent with persistent positive effects on g; (2) subtest-specific variance that was differentiable from changes on g did fade. Together, these findings indicated that Abecedarian early impact persisted across a range of cognitive skills, providing some evidence for the hypothesis that breadth and persistence of impacts from educational interventions are related. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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