Physically Developed and Exploratory Young Infants Contribute to Their Own Long-Term Academic Achievement
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Auteurs : Marc H. Bornstein ; Chun-Shin Hahn ; Joan T. D. SuwalskySource :
- Psychological science [ 0956-7976 ] ; 2013.
Abstract
A developmental cascade defines a longitudinal relation in which one psychological characteristic uniquely affects another psychological characteristic later in time, separately from other intrapersonal and extrapersonal factors. Here, we report results of a large-scale (
Url:
DOI: 10.1177/0956797613479974
PubMed: 23964000
PubMed Central: 4151610
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<author><name sortKey="Bornstein, Marc H" sort="Bornstein, Marc H" uniqKey="Bornstein M" first="Marc H." last="Bornstein">Marc H. Bornstein</name>
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<author><name sortKey="Hahn, Chun Shin" sort="Hahn, Chun Shin" uniqKey="Hahn C" first="Chun-Shin" last="Hahn">Chun-Shin Hahn</name>
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<author><name sortKey="Suwalsky, Joan T D" sort="Suwalsky, Joan T D" uniqKey="Suwalsky J" first="Joan T. D." last="Suwalsky">Joan T. D. Suwalsky</name>
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<front><div type="abstract" xml:lang="en"><p id="P1">A developmental cascade defines a longitudinal relation in which one psychological characteristic uniquely affects another psychological characteristic later in time, separately from other intrapersonal and extrapersonal factors. Here, we report results of a large-scale (<italic>N</italic>
= 374), normative, prospective, 14-year longitudinal, multivariate, multisource, controlled study of a developmental cascade from infant motor-exploratory competence at 5 months to adolescent academic achievement at 14 years, through conceptually related and age-appropriate measures of psychometric intelligence at 4 and 10 years and academic achievement at 10 years. This developmental cascade applied equally to girls and boys and was independent of children’s behavioral adjustment and social competence; mothers’ supportive caregiving, verbal intelligence, education, and parenting knowledge; and the material home environment. Infants who were more motorically mature and who explored more actively at 5 months of age achieved higher academic levels as 14-year-olds.</p>
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<pmc article-type="research-article"><pmc-comment>The publisher of this article does not allow downloading of the full text in XML form.</pmc-comment>
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<front><journal-meta><journal-id journal-id-type="nlm-journal-id">9007542</journal-id>
<journal-id journal-id-type="pubmed-jr-id">22005</journal-id>
<journal-id journal-id-type="nlm-ta">Psychol Sci</journal-id>
<journal-id journal-id-type="iso-abbrev">Psychol Sci</journal-id>
<journal-title-group><journal-title>Psychological science</journal-title>
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<article-id pub-id-type="manuscript">NIHMS618434</article-id>
<article-categories><subj-group subj-group-type="heading"><subject>Article</subject>
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<title-group><article-title>Physically Developed and Exploratory Young Infants Contribute to Their Own Long-Term Academic Achievement</article-title>
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<contrib-group><contrib contrib-type="author"><name><surname>Bornstein</surname>
<given-names>Marc H.</given-names>
</name>
</contrib>
<contrib contrib-type="author"><name><surname>Hahn</surname>
<given-names>Chun-Shin</given-names>
</name>
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<contrib contrib-type="author"><name><surname>Suwalsky</surname>
<given-names>Joan T. D.</given-names>
</name>
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<aff id="A1"><italic>Eunice Kennedy Shriver</italic>
National Institute of Child Health and Human Development</aff>
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<author-notes><corresp id="FN1"><bold>Corresponding Author:</bold>
Marc H. Bornstein, <italic>Eunice Kennedy Shriver</italic>
National Institute of Child Health and Human Development, 6705 Rockledge Dr., Suite 8030, Bethesda, MD 20892-7971, <email>Marc_H_Bornstein@nih.gov</email>
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<pub-date pub-type="nihms-submitted"><day>6</day>
<month>8</month>
<year>2014</year>
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<pub-date pub-type="epub"><day>20</day>
<month>8</month>
<year>2013</year>
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<pub-date pub-type="ppub"><month>10</month>
<year>2013</year>
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<pub-date pub-type="pmc-release"><day>01</day>
<month>10</month>
<year>2014</year>
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<volume>24</volume>
<issue>10</issue>
<fpage>1906</fpage>
<lpage>1917</lpage>
<pmc-comment>elocation-id from pubmed: 10.1177/0956797613479974</pmc-comment>
<permissions><copyright-statement>© The Author(s) 2013</copyright-statement>
<copyright-year>2013</copyright-year>
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<abstract><p id="P1">A developmental cascade defines a longitudinal relation in which one psychological characteristic uniquely affects another psychological characteristic later in time, separately from other intrapersonal and extrapersonal factors. Here, we report results of a large-scale (<italic>N</italic>
= 374), normative, prospective, 14-year longitudinal, multivariate, multisource, controlled study of a developmental cascade from infant motor-exploratory competence at 5 months to adolescent academic achievement at 14 years, through conceptually related and age-appropriate measures of psychometric intelligence at 4 and 10 years and academic achievement at 10 years. This developmental cascade applied equally to girls and boys and was independent of children’s behavioral adjustment and social competence; mothers’ supportive caregiving, verbal intelligence, education, and parenting knowledge; and the material home environment. Infants who were more motorically mature and who explored more actively at 5 months of age achieved higher academic levels as 14-year-olds.</p>
</abstract>
<kwd-group><kwd>academic achievement</kwd>
<kwd>adolescent development</kwd>
<kwd>cognitive development</kwd>
<kwd>infant development</kwd>
</kwd-group>
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