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| Academic Achievement | 2 |
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| Intelligence | 3 |
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| Journal Articles | 3 |
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Understanding Intervention, Inoculation, and Risk for Intellectual Deceleration: A Reply to Locurto.
Peer reviewedGarber, Howard L.; And Others – Intelligence, 1991
Garber and D. Hodge argue that preschool education should not be asked to inoculate children against school failure. It is enough that it supports the experience of learning. H. H. Spitz responds that Locurto has not gone far enough in his criticism, whereas C. Locurto defends his position. (SLD)
Descriptors: Academic Achievement, Academic Failure, Early Intervention, High Risk Students
Peer reviewedLocurto, Charles; And Others – Intelligence, 1991
Effects of preschool education beyond increase in intelligence quotient (IQ) are explored. The conclusion that preschool programs engender relatively few lasting beyond-IQ effects is challenged by L. J. Schweinhart and D. P. Weikart in their response contending that preschool education enhances general competence throughout life. (SLD)
Descriptors: Academic Achievement, Early Intervention, Educationally Disadvantaged, Intelligence Quotient
Peer reviewedSpitz, Herman H.; And Others – Intelligence, 1993
H.H. Spitz argues that interesting results from the preschool intervention of the Abecedarian Project continue to be disregarded. C.T. Ramey reiterates his earlier objections to Spitz's conclusions, and H.H. Spitz rejoins with specific objections to Ramey. (SLD)
Descriptors: Ability, Age Differences, Control Groups, Criticism
