Early Intervention and Mediating Processes in Cognitive Performance of Children of Low-Income African American Families

Child Development

Volumn 68, Issue 5, 1997, Pages 935-954

  Burchinal, Margaret R ^a   Campbell, Frances A ^a   Bryant, Donna M ^a   Wasik, Barbara H ^a   Ramey, Craig T ^b  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

^b UNIVERSITY OF ALABAMA AT BIRMINGHAM   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031477858     PISSN: 00093920     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1467-8624.1997.tb01972.x     Document Type: Article

References (74)

1. Alexander, K. L., & Entwisle, D. R. (1988). Achievement in the first two years of school: Patterns and processes. Monographs of the Society for Research in Child Development, 53(2, Serial No. 218).
2. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
3. Bayley, N. (1969). Bayley Scales of Infant Development. New York: Psychological Corp.
4. Belsky, J. (1980). Child maltreatment: An ecological integration. American Psychologist, 35, 320-335.
5. Belsky, J., & Steinberg, L. D. (1978). The effects of day care: A critical review. Child Development, 49, 929-949.
6. Benson, J. B., Cherny, S. S., Haith, M. M., & Fulker, D. W. (1993). Rapid assessment of infant predictors of adult IQ: Mid-twin-midparent analyses. Developmental Psychology, 29, 434-447.
7. Bradley, R. H. (1985). The home inventory: Rationale and research. In J. Lachtenmeyer & M. Gibbs (Eds.), Recent research in developmental psychopathology (book supplement to the Journal of Child Psychology) (pp. 191-201). New York: Gardner.
8. Bradley, R. H. (1992). A factor analytic study of the HOME Inventory in Black, White, and Hispanic Americans. Paper presented at the sixth international conference on Children at Risk, Sante Fe.
9. Bradley, R. H., Whiteside, L., Mundfrom, D. J., Casey, P. H., Kelleher, K. J., & Pope, S. K. (1994). Early indications of resilience and their relation to experiences in the family environment of low birthweight, premature children living in poverty. Child Development, 65, 346-360.
10. Bronfenbrenner, U., & Crouter, A. C. (1983). The evolution of environmental models in developmental research. In W. Kessen (Ed.), P. H. Mussen (Series Ed.), Handbook of child psychology: Vol. 1. History, theory, and methods. New York: Wiley.
11. Bryk, A. S., & Raudenbush, S. W. (1987). Application of hierarchical linear models to assessing change. Psychological Bulletin, 101, 147-158.
12. Burchinal, M. R., & Appelbaum, M. I. (1991). Estimating individual developmental functions: Methods and their assumptions. Child Development, 62, 23-43.
13. Burchinal, M. R., Bailey, D. B., & Synder, P. (1994). Using growth curve analysis to evaluate child changes in longitudinal investigations. Journal of Early Intervention, 18, 422-442.
14. Burchinal, M. R., Lee, M. W., & Ramey, C. T. (1989). Type of day-care and preschool cognitive performance in disadvantaged children. Child Development, 60, 128-137.
15. Caldwell, B. M., & Bradley, R. H. (1979). Manual for the Home Observation for Measurement of the Environment. Unpublished manuscript, University of Arkansas at Little Rock.
16. Campbell, F. A., Goldstein, S., Schaefer, E. S., & Ramey, C. T. (1991). Parental beliefs and values related to family risk indicators, educational intervention, and child academic competence. Early Childhood Research Quarterly, 6, 167-182.
17. Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Development, 65, 684-698.
18. DiLalla, L. F., Thompson, L. A., Plomin, R., Phillips, K., Fagan, J. F., Haith, M. M., Cyphers, L. H., & Fulker, D. W. (1990). Infant predictors of preschool and adult IQ: A study of infant twins and their parents. Developmental Psychology, 26, 759-769.
19. Duncan, G. J., Brooks-Gunn, J., & Klebanov, P. K. (1994). Economic deprivation and early childhood development. Child Development, 65, 296-318.
20. Edelman, M. (1988). A children's defense budget FY 2989: An analysis of our nation's investment in children. Washington, DC: Children's Defense Fund.
21. Eggebeen, D. J., & Lichter, D. T. (1991). Race, family structure, and changing poverty among American children. American Sociological Review, 56, 801-817.
22. Elder, G. (1979). Historical change in life patterns and personality. In P. Baltes & O. Brim (Eds.), Life span development and behavior (Vol. 2, pp. 117-159). New York: Academic Press.
23. Etaugh, C. (1980). Effects of nonmaternal care on children: Research evidence and popular views. American Psychologist, 35, 309-319.
24. Francis, D. J., Fletcher, J. M., Stuebing, K. K., Davidson, K. C., & Thompson, N. M. (1991). Analysis of change: Modeling individual growth. Journal of Consulting and Clinical Psychology, 59, 27-37.
25. Furstenberg, F. F., Brooks-Gunn, J., & Chase-Lansdale, L. (1989). Teenaged pregnancy and childbearing. American Psychologist, 44, 313-320.
26. Garber, H. L. (1988). The Milwaukee Project: Preventing mental retardation in children at risk. Washington, DC: American Association on Mental Retardation.
27. Garcia Coll, C. T. (1990). Developmental outcome of minority infants: A process-oriented look into our beginnings. Child Development, 61, 270-289.
28. Golden, M., Rosenbluth, L., Grossi, M., Policare, H., Freeman, H., & Brownlee, E. (1978). The New York City Infant Day Care Study. New York: Medical and Health Research Association of New York City.
29. Gordon, I. J., & Guinagh, B. J. (1978). A home learning center approach to early stimulation. JSAS Catalog of Selected Documents in Psychology, 8(6) (Ms. No. 1634).
30. Gray, S. W., & Klaus, R. A. (1970). The early training project: A seventh-year report. Child Development, 47, 909-924.
31. Gutelius, M. F., Kirsh, A. D., MacDonald, S., Brooks, M. R., & McErlean, T. (1977). Controlled study of child health supervision: Behavioral results. Pediatrics, 60, 294-304.
32. Haskins, R. (1989). Beyond metaphor: The efficacy of early childhood education. American Psychologist, 44, 274-282.
33. Huston, A. C., McLoyd, V. C., & Garcia-Coll, C. (1994). Children and poverty: Issues in contemporary research. Child Development, 65, 275-282.
34. Infant Health and Development Program. (1990). Enhancing the outcomes of low-birth-weight, premature infants: A multisite, randomized trial. Journal of the American Medical Association, 263, 3035-3042.
35. Infant Health and Development Program. (1997). Results at age 8 years of early intervention for low-birth-weight premature infants. Journal of the American Medical Association, 277, 126-132.
36. Landesman, S., & Ramey, C. T. (1989). Developmental psychology and mental retardation: Integrating scientific principles with treatment practices. American Psychologist, 44, 409-415.
37. Lazar, I., Darlington, R., Murray, H., Royce, J., & Snipper, A. (1982). Lasting effects of early education: A report from the Consortium for Longitudinal Studies. Monographs of the Society for Research in Child Development, 47(2-3, Serial No. 195).
38. Loeber, R. (1989). Questions and advances in the study of developmental pathways. In D. Cicchetti & S. L. Toth (Eds.), Rochester Symposium on Developmental Psychopathology (Vol. 3, pp. 97-115). Hillsdale, NJ: Erlbaum.
39. MacPhee, D., & Ramey, C. T. (1980). Evidence for reliable and valid dimensions of infant temperament. Paper presented at the sixth biennial Southeastern Conference on Human Development, Alexandria, VA.
40. Martin, S. L., Ramey, C. T., & Ramey, S. L. (1990). The prevention of intellectual impairment in children of low income families: Findings of a randomized trial of educational child care. American Journal of Public Health, 80, 844-847.
41. McCall, R. B. (1977). Childhood IQs as predictors of adult educational and occupational status. Science, 1977, 482-483.
42. McCall, R. B., Appelbaum, M. I., & Hogarty, P. S. (1973). Developmental changes in mental performance. Monographs of the Society for Research in Child Development, 38(3, Serial No. 150).
43. McCarthy, D. (1972). McCarthy Scales of Children's Abilities. New York: Psychological Corp.
44. McGowan, R. J., & Johnson, D. L. (1984). The mother-child relationship and other antecedents of childhood intelligence: A causal analysis. Child Development, 55, 810-820.
45. McLoyd, V. C. (1990). The impact of economic hardship on black families and children: Psychological distress, parenting, and socioemotional development. Child Development, 67, 311-346.
46. Miller, S. A. (1988). Parents' beliefs about children's cognitive performance over time. Child Development, 59, 259-285.
47. Neisser, U., Boodoo, G., Bouchard, T. J., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. F., Loehlink, J. C., Perloff, R., Steinberg, R., & Urbina, S. (1996). Intelligence: Knowns and unknowns. American Psychologist, 53, 77-101.
48. O'Brien, R. G., & Kaiser, M. K. (1985). MANOVA method for analyzing repeated measures designs: An extensive primer. Psychological Bulletin, 97, 316-333.
49. Olds, D. L., & Kitzman, H. (1993). Review of research on home visiting for pregnant women and parents of young children. Future of Young Children, 3, 53-92.
50. Patterson, C. J., Kupersmidt, J. B., & Vaden, N. (1990). Income level, gender, ethnicity, and household composition as predictors of children's school-based competence. Child Development, 67, 485-494.
51. Ramey, C. T., & Campbell, F. A. (1991). Poverty, early childhood education, and academic competence. In A. Huston (Ed.), Children reared in poverty (pp. 190-221). Cambridge: Cambridge University Press.
52. Ramey, C. T., Lee, M. W., & Burchinal, M. R. (1989). Developmental plasticity and predictability: Consequences of altered ecologies. In M. H. Bornstein & N. A. Krasnegor (Eds.), Stability and continuity in mental development: Behavioral and biological perspectives (pp. 217-234). Hillsdale, NJ: Erlbaum.
53. Ramey, C. T., MacPhee, D., & Yeates, K. O. (1982). Preventing developmental retardation: A general systems model. In L. A. Bond & J. M. Joffe (Eds.), Facilitating infant and early childhood development. Hanover, NH, and London: University Press of New England.
54. Ramey, C. T., & Ramey, S. L. (1990). Intensive educational intervention for children of poverty. Intelligence, 14, 1-9.
55. Ramey, C. T., & Smith, B. (1977). Assessing the intellectual consequences of early intervention with high-risk infants. American Journal of Mental Deficiency, 81, 319-324.
56. Ramey, C. T., Yeates, K. O., & Short, E. J. (1984). The plasticity of cognitive performance: Insights from preventive intervention. Child Development, 55, 1913-1925.
57. Sameroff, A. J., Seifer, R., Baldwin, A., & Baldwin, C. (1992). Stability of intelligence from preschool to adolescence: The influence of social and family risk factor. Child Development, 64, 80-97.
58. Sattler, J. M. (1990). Assessment of children's intelligence and special abilities. Boston: Allyn & Bacon.
59. Scarr, S. (1992). Developmental theories for the 1990s: Development and individual differences. Child Development, 63, 1-19.
60. Schaefer, E. S., & Bell, R. (1958). Development of a parental attitude research instrument. Child Development, 29, 339-361.
61. Schaefer, E. S., & Edgerton, M. (1985). Parent and child correlates of parental modernity. In I. E. Sigel (Ed.), Parental belief systems (pp. 83-105). Hillsdale, NJ: Erlbaum.
62. Schweinhart, L. J., Weikart, D. P., & Larner, M. B. (1986). Consequences of three preschool curriculum models through age 15. Early Child Research Quarterly, 1, 15-45.
63. Slomlowski, C. L., Nelson, K., Dunn, J., & Plomin, R. (1992). Temperament and language: Relations from toddlerhood to middle childhood. Developmental Psychology, 28, 1090-1095.
64. Sparling, J., & Lewis, I. (1979). Learningames for the first three years: A guide to parent-child play. New York: Walker.
65. Sparling, J., & Lewis, I. (1984). Learningames for threes and fours: A guide to adult and child play. New York: Walker.
66. Terman, L. M., & Merrill, N. Q. (1972). Stanford-Binet Intelligence Scale: 1972 Norms Editions. Boston: Houghton Mifflin.
67. Wasik, B. H., Bryant, D., & Lyons, C. (1990). Home visiting: Procedures for helping families. Newbury Park, CA: Sage.
68. Wasik, B. H., Ramey, C. T., Bryant, D. M., & Sparling, J. (1990). A longitudinal study of two early intervention strategies: Project CARE. Child Development, 62, 1682-1696.
69. Wechsler, D. (1955). Wechsler Adult Intelligence Scale. New York: Psychological Corp.
70. Wechsler, D. (1967). Wechsler Preschool and Primary Scale of Intelligence. New York: Psychological Corp.
71. Wechsler, D. (1974). Wechsler Intelligence Scale for Children -Revised. New York: Psychological Corp.
72. Willet, J. B., & Sayer, A. G. (1994). Using covariance structure analysis to detect correlates and predictors of individual change over time. Psychological Bulletin, 116, 363-381.
73. Willett, J. B. (1989). Some results on reliability for the longitudinal measurement of change: Implications for the design of studies of individual growth. Educational and Psychological Measurement, 49, 587-603.
74. Woodcock, R. W., & Johnson, M. B. (1977). Woodcock-Johnson Psychoeducational Battery, Part 2: Tests of Academic Achievement. Boston: Teaching Resources Corporation.