Using Generalized Additive Modeling to Empirically Identify Thresholds Within the ITERS in Relation to Toddlers' Cognitive Development.
Research linking high-quality child care programs and children's cognitive development has contributed to the growing popularity of child care quality benchmarking efforts such as quality rating and improvement systems (QRIS). Consequently, there has been an increased interest in and a need for appr...
| Publicado en: | Developmental Psychology Vol. 49; no. 4; pp. 632 - 646 |
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| Autores principales: | , , |
| Formato: | Artículo |
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American Psychological Association
Apr2013
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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=ssf&AN=86729531&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 86729531 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00121649 DPS jtl: Developmental Psychology issn: 00121649 maglogo: N pubinfo: dt: Apr2013 vid: 49 iid: 4 pid: 34 pub: American Psychological Association artinfo: ui: 86729531 10.1037/a0028738 ppf: 632 ppct: 14 formats: tig: atl: Using Generalized Additive Modeling to Empirically Identify Thresholds Within the ITERS in Relation to Toddlers' Cognitive Development. aug: au: Messan Setodji, Claude Vi-Nhuan Le Schaack, Diana affil: RAND Corporation, Pittsburgh, Pennsylvania Center for the Study of Child Care Employment, University of California, Berkeley su: Child care Child development Adult-child relationships Language acquisition Empirical research Socioeconomic factors Task performance Probability theory Cluster analysis (Statistics) Cognition in children Statistical correlation Longitudinal method Nonparametric statistics Mathematical models of psychology Quality assurance Regression analysis Research evaluation Research funding Statistical sampling Scale analysis (Psychology) Scales (Weighing instruments) Predictive validity Accreditation Research methodology evaluation Descriptive statistics sug: subj: Child care Child development Adult-child relationships Language acquisition Empirical research Socioeconomic factors Task performance Marketing Research and Public Opinion Polling Scale and Balance Manufacturing All other general-purpose machinery manufacturing Probability theory Cluster analysis (Statistics) Cognition in children Statistical correlation Longitudinal method Nonparametric statistics Mathematical models of psychology Quality assurance Regression analysis Research evaluation Research funding Statistical sampling Scale analysis (Psychology) Scales (Weighing instruments) Predictive validity Accreditation Research methodology evaluation Descriptive statistics keyword: cognitive development ITERS QRIS thresholds cognitive development ITERS QRIS thresholds ab: Research linking high-quality child care programs and children's cognitive development has contributed to the growing popularity of child care quality benchmarking efforts such as quality rating and improvement systems (QRIS). Consequently, there has been an increased interest in and a need for approaches to identifying thresholds, or cutpoints, in the child care quality measures used in these benchmarking efforts that differentiate between different levels of children's cognitive functioning. To date, research has provided little guidance to policymakers as to where these thresholds should be set. Using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) data set, this study explores the use of generalized additive modeling (GAM) as a method of identifying thresholds on the Infant/Toddler Environment Rating Scale (ITERS) in relation to toddlers' performance on the Mental Development subscale of the Bayley Scales of Infant Development (the Bayley Mental Development Scale Short Form-Research Edition, or BMDSF-R). The present findings suggest that simple linear models do not always correctly depict the relationships between ITERS scores and BMDSF-R scores and that GAM- derived thresholds were more effective at differentiating among children's performance levels on the BMDSF-R. Additionally, the present findings suggest that there is a minimum threshold on the ITERS that must be exceeded before significant improvements in children's cognitive development can be expected. There may also be a ceiling threshold on the ITERS, such that beyond a certain level, only marginal increases in children's BMDSF-R scores are observed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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