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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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=18806197&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 18806197 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00346543 RER jtl: Review of Educational Research issn: 00346543 maglogo: Y pubinfo: dt: Dec1967 vid: 37 iid: 5 pid: 344 pub: Sage Publications Inc. artinfo: ui: 18806197 10.2307/1169508 ppf: 475 ppct: 12 formats: tig: atl: Early Experience in Relation to Cognitive Development. aug: au: Gray, Susan W. Miller, James O. affil: George Peabody College for Teachers, Nashville, Tennessee su: Child development Cognitive development Intellectual development Cognition in children Psychology of learning Cognitive learning theory Learning strategies sug: subj: Child development Cognitive development Intellectual development Cognition in children Psychology of learning Cognitive learning theory Learning strategies ab: 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 . pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1967 holdings: @attributes: islocal: N |
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