ERIC Number: ED182035
Record Type: RIE
Publication Date: 1979-Sep
Reference Count: 0
Maternal Characteristics and Intellectual Development: Implications for Parent Education to Prevent Sociocultural Mental Retardation.
Ramey, Craig T.; Gowen, Jean W.
This paper reports on three longitudinal studies of the relationship of mother-infant interaction (and other maternal characteristics) to child development. The goal of the research program was to find a way to break the chain of events that lead to mild mental retardation. The first study of 1,000 North Carolina first grade children showed that the child's race and the mother's level of education at the time of the child's birth accounted for 27 to 29 percent of the variance in performance on three measures of intelligence and achievement. The second study examined the effects of an intensive intervention day care program with ancillary family services on the mother-child dyad and on the child. Fifty-seven children who had family characteristics most predictive of school failure were identified and followed during the first three years of life. The IQ of mothers in an untreated control group continued to predict her attitudes, interactional behaviors, and the child's development at three years of age. In the experimental group, the relationship between maternal IQ and child IQ was reduced to nonsignificance. Preliminary findings from the third study of mothers participating in a home visitation program indicate that the control-group mother spends more time involved with her child. Four tables of explanation and statistical documentation are included. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (87th, New York, NY, September 1-5, 1979)