The Breadth of Impacts from the Abecedarian Project Early Intervention on Cognitive Skills
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| Title: | The Breadth of Impacts from the Abecedarian Project Early Intervention on Cognitive Skills |
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| Language: | English |
| Authors: | Pages, Remy (ORCID |
| Source: | Journal of Research on Educational Effectiveness. 2022 15(2):243-262. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Early Intervention, Cognitive Ability, Intelligence Quotient, Children, Adolescents, Young Adults, Early Childhood Education, Disadvantaged, Program Effectiveness, Thinking Skills |
| Geographic Terms: | North Carolina |
| DOI: | 10.1080/19345747.2021.1969711 |
| ISSN: | 1934-5747 1934-5739 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1349873 |
| Database: | ERIC |
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| Abstract: | 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. |
|---|---|
| ISSN: | 1934-5747 1934-5739 |
| DOI: | 10.1080/19345747.2021.1969711 |
