Early Experience in Relation to Cognitive Development.
This article presents an overview of the field that shows a notable increase of concern with behavioral genetics and the development of highly sophisticated techniques for the study of genetic characteristics and their interactions with early experience in infrahuman organisms. Both quality and quan...
| Publicado en: | Review of Educational Research Vol. 37; no. 5; pp. 475 - 487 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Dec1967
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | This article presents an overview of the field that shows a notable increase of concern with behavioral genetics and the development of highly sophisticated techniques for the study of genetic characteristics and their interactions with early experience in infrahuman organisms. Both quality and quantity of research have increased notably in the studies of social class difference and of group comparisons where investigators have attempted to determine the particular patterns of mother-child interactions and other aspects of the home situation which relate to cognitive development. Important as action is for improving the educability of children from deprived circumstances in the long run action is apt to be ill-directed and disenchanting unless there is a basis of increasing knowledge of just how earl experience is related to later cognitive adequacy and of the precise and long-range effects of specifically defined intervention programs . |
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