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The Breadth of Impacts from the Abecedarian Project Early Intervention on Cognitive Skills

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  • المؤلفون: Pages, Remy (ORCID Pages, Remy (ORCID 0000-0002-0396-6498); Protzko, John; Bailey, Drew H.
  • اللغة:
    English
  • المصدر:
    Journal of Research on Educational Effectiveness. 2022 15(2):243-262.
  • الموضوع:
    2022
  • نوع التسجيلة:
    Journal Articles
    Reports - Research
  • معلومة اضافية
    • Peer Reviewed:
      Y
    • المصدر:
      20
    • Education Level:
      Early Childhood Education
    • الموضوع:
      Early Intervention; Cognitive Ability; Intelligence Quotient; Children; Adolescents; Young Adults; Early Childhood Education; Disadvantaged; Program Effectiveness; Thinking Skills
    • الموضوع:
      North Carolina
    • الرقم المعرف:
      10.1080/19345747.2021.1969711
    • ISSN:
      1934-5747
      1934-5739
    • نبذة مختصرة :
      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.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2022
    • الرقم المعرف:
      EJ1349873