Descriptor
Intellectual Development | 8 |
Intelligence Differences | 8 |
Preschool Education | 8 |
Intelligence Quotient | 4 |
Intelligence Tests | 3 |
Parent Child Relationship | 3 |
Developmental Programs | 2 |
Disadvantaged Youth | 2 |
Early Experience | 2 |
Educationally Disadvantaged | 2 |
Intelligence | 2 |
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Source
Intelligence | 3 |
British Journal of Special… | 1 |
Except Children | 1 |
Harvard Educ Rev | 1 |
Perceptual and Motor Skills | 1 |
Author
Haskins, Ron | 2 |
Ramey, Craig T. | 2 |
Barclay, A. | 1 |
Elkind, David | 1 |
Kodman, Jr., Frank | 1 |
Rao, Nirmala | 1 |
Sheldon, M. Stephen | 1 |
Thompson, Lee Anne | 1 |
Publication Type
Journal Articles | 5 |
Reports - Research | 4 |
Information Analyses | 1 |
Opinion Papers | 1 |
Education Level
Audience
Location
Missouri (Saint Louis) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Bayley Scales of Infant… | 2 |
Slosson Intelligence Test | 1 |
Stanford Binet Intelligence… | 1 |
Wechsler Adult Intelligence… | 1 |
Wechsler Intelligence Scale… | 1 |
What Works Clearinghouse Rating
Kodman, Jr., Frank – Except Children, 1970
Descriptors: Disadvantaged Youth, Enrichment Activities, Exceptional Child Education, Intellectual Development
Elkind, David – Harvard Educ Rev, 1969
Descriptors: Child Development, Cognitive Development, Environmental Influences, Genetics
Sheldon, M. Stephen; And Others – 1972
A study was conducted to investigate the predictive validity of parents' ability to attend to their children (ATA) on intelligence and to determine to what extent ATA and social class variables, in combination, can account for the discrepancy in the IQ scores of children of different races. Ss were 700 Head Start children. The criterion variables…
Descriptors: Compensatory Education, Intellectual Development, Intelligence, Intelligence Differences

Ramey, Craig T.; Haskins, Ron – Intelligence, 1981
In this response to the critiques by Jensen and McVicker Hunt, we focus on the meaning of g, the permanence of effects produced by early education, and the educational significance of IQ gains produced by early education programs. New longitudinal data from our study presented. (Author/RD)
Descriptors: Developmental Programs, Early Experience, Educationally Disadvantaged, Followup Studies

Rao, Nirmala – British Journal of Special Education, 1997
Six Hong Kong preschoolers with Down syndrome who attended a center-based educational intervention program were assessed and matched on age, mental age (MA), and IQ. Three of the preschoolers also attended regular preschools two days per week. After a year, the children who also had attended regular preschool had higher MA and IQ. (Author/CR)
Descriptors: Downs Syndrome, Foreign Countries, Inclusive Schools, Intellectual Development

Thompson, Lee Anne; And Others – Intelligence, 1985
Separate dimensions of infant cognition were compared with parental general- and specific-cognitive abilities for 182 adoptive and 164 nonadoptive families. More parent-offspring resemblance was present when 24- rather than 12-month Bayley factors were used. Bayley factors were more related to parental g than to specific abilities. (Author/RD)
Descriptors: Adopted Children, Biological Parents, Cognitive Ability, Correlation

Barclay, A.; And Others – Perceptual and Motor Skills, 1982
Intelligence quotients from the Slosson Intelligence Test for 60 Head Start children drawn from three areas of metropolitan St. Louis showed the group to be heterogeneous with respect to intelligence. No significant differences were associated with sex or race. Consideration of such characteristics is needed in planning school programs. (Author/CM)
Descriptors: Disadvantaged Youth, Heterogeneous Grouping, Intellectual Development, Intelligence Differences

Ramey, Craig T.; Haskins, Ron – Intelligence, 1981
Infants judged to be at risk for subnormal intellectual growth were randomly assigned to experimental and control groups which varied as to educational curriculum activities. Two types of evidence, group differences and parent-child IQ correlations, demonstrate the importance of early environments in intellectual development. (Author/RD)
Descriptors: Control Groups, Day Care, Developmental Programs, Early Experience