Volume 1, Issue 4 (1972)
Ethnic and Demographic Variables and Achievement Scores of Preschool Children
R. Scott, J.E. Smith
During the past several years it has become apparent that efforts to facilitate the learning of disadvantaged children have been remarkably ineffective and that new and improved procedures of intervention are needed (Mosteller and Moynihan, 1972). Early identification of vulnerable children whose environments are not conducive to cognitive growth, followed up by prescriptive enrichment, constitutes one promising line of inquiry. Another potentially productive avenue of investigation is suggested by McCall (1970) who in a longitudinal study assessed cognitive profiles of children from 3 to 12 years of age and concluded that change scores show less heritability than single scores and are more likely to reveal ways in which nongenetic factors may contribute to cognitive developmental trends.
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