Child Development

Volume 84, Issue 1 p. 154-162

Systems and Cascades in Cognitive Development and Academic Achievement

Marc H. Bornstein,

Marc H. Bornstein

Eunice Kennedy Shriver National Institute of Child Health and Human Development

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Chun-Shin Hahn,

Chun-Shin Hahn

Eunice Kennedy Shriver National Institute of Child Health and Human Development

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Dieter Wolke,

Dieter Wolke

University of Warwick, Coventry

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Marc H. Bornstein,

Marc H. Bornstein

Eunice Kennedy Shriver National Institute of Child Health and Human Development

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Chun-Shin Hahn,

Chun-Shin Hahn

Eunice Kennedy Shriver National Institute of Child Health and Human Development

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Dieter Wolke,

Dieter Wolke

University of Warwick, Coventry

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First published: 13 September 2012

https://doi.org/10.1111/j.1467-8624.2012.01849.x

Citations: 69

concerning this article should be addressed to Marc H. Bornstein, Child and Family Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Rockledge 1, Suite 8030, 6705 Rockledge Drive, MSC 7971, Bethesda, MD 20892-7971. Electronic mail may be sent to [email protected].

We thank the families who took part in the ALSPAC; the midwives for their cooperation and help; J. C. Bell, J. Golding, C. Padilla, D. Putnick, and A. Slater; and the UK Medical Research Council and the Wellcome Trust (Grant 092731) and the University of Bristol for core support for ALSPAC. The ALSPAC Study Team comprises interviewers, computer and laboratory technicians, clerical workers, research scientists, volunteers, and managers. This research was supported in part by the Intramural Research Program of the NIH, NICHD. Marc H. Bornstein and Chun-Shin Hahn, Child and Family Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development. Dieter Wolke, Department of Psychology and Health Science Research Institute, University of Warwick, Coventry (UK).

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Abstract

A large-scale (N = 552) controlled multivariate prospective 14-year longitudinal study of a developmental cascade embedded in a developmental system showed that information-processing efficiency in infancy (4 months), general mental development in toddlerhood (18 months), behavior difficulties in early childhood (36 months), psychometric intelligence in middle childhood (8 years), and maternal education either directly or indirectly (or both) contribute to academic achievement in adolescence (14 years).

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Volume84, Issue1

January/February 2013

Pages 154-162

Systems and Cascades in Cognitive Development and Academic Achievement

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