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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| Authors: | Pages, Remy1 (AUTHOR), Protzko, John2 (AUTHOR), Bailey, Drew H.1 (AUTHOR) |
| Source: | Journal of Research on Educational Effectiveness. Apr-Jun2022, Vol. 15 Issue 2, p243-262. 20p. |
| Subject Terms: | *Cognitive ability, *Intelligence levels, Psychometrics |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 19345747 |
| DOI: | 10.1080/19345747.2021.1969711 |
