ERIC Number: ED059794
Record Type: RIE
Publication Date: 1971-Dec
Reference Count: 0
Development of Predictive Indices for Achievement of Children in an Experimental Intervention Program in Harlem: Extended Analyses of Cognitive, Familial, Personality, and Social-Behavioral Data from Two Ongoing Research Investigations. Final Report.
New York Univ., NY. Inst. for Developmental Studies.; New York Univ., NY. School of Education.
Findings based on extended analyses of cognitive, familial, personality, and social-behavioral data from two previous research investigations are presented. Data for the main study, i.e., the present study, was collected principally by means of interviews. Findings of the principal study include the following: (1) Parental figures living in the household was not related to family ratings of high-low status, except that when the father was present, a greater number of families than expected was rated high in task furtherance; (2) Higher ratings of cognitive style were associated with ratings of high or excellent of house interiors; (3) A trend was found for families rated high in mode of communication to be those in which the mothers had received a greater amount of communication; (4) Those families rated as being stable in eating arrangements had a greater number of index children than expected who achieved high gains on the Binet, and vice-versa; (5) Children who indicated that they did talk to adults tended to receive higher global ratings in the interview than those who did not; (6) Children who indicated that their siblings asked the mother a lot of questions tended to come from families in which the siblings were rated high in cognitive style; and (7) A greater number of families tended to be rated higher in conceptual level when "verbal," rather than "nonverbal" expression on the part of the mother was noted. (Author/CK)
Descriptors: Academic Achievement, Adults, Behavior Patterns, Behavioral Science Research, Child Development, Children, Cognitive Processes, Communication (Thought Transfer), Concept Formation, Data Analysis, Economic Factors, Environmental Influences, Evaluation, Experimental Programs, Family Influence, Indexes, Inquiry, Interaction Process Analysis, Intervention, Interviews, Mothers, Nutrition, Personality Development, Predictive Validity, Rating Scales, Research, Socioeconomic Status
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Child Development (DHEW), Washington, DC.
Authoring Institution: New York Univ., NY. Inst. for Developmental Studies.; New York Univ., NY. School of Education.
Identifiers: New York (Harlem)