SEARCH

SEARCH BY CITATION

References

  • Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. T.Guthrie, (Ed.), Reading comprehension and education (pp. 77117). Newark , DE : International Reading Association.
  • Astin, H. S. (1974). Sex differences in mathematical and scientific precocity. In J. C.Stanley, D. P.Keating, & L. H.Fox, (Eds.), Mathematical talent: Discovery, description, and development. Baltimore : Johns Hopkins University Press.
  • Baenninger, M., & Newcombe, N. (1989). The role of experience on spatial test performance: A meta-analysis. Sex Roles, 20, 327344.
  • Baltes, P. B., & Reinert, G. (1969). Cohort effects in cognitive development of children as revealed by cross-sectional sequences. Developmental Psychology, 1, 169177.
  • Beatty, W. W. (1979). Gonadal hormones and sex differences in nonreproductive behaviors in rodents: Organizational and activational influences. Hormones and Behavior, 12, 112163.
  • Bisanz, J., Morrison, F. J., & Dunn, M. (1995). Effects of age and schooling on the acquisition of elementary quantitative skills. Developmental Psychology, 31, 221236.
  • Bouchard, T., Lykken, D. T., McGue, M., Segal, N. L., et al. (1990). Sources of human psychological differences: The Minnesota study of twins reared apart. Science, 250, 223228.
  • Brown, R. W. (1973). A first language: The early stages. Cambridge , MA : Harvard University Press.
  • Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Development, 65, 684698.
  • Campbell, F. A., & Ramey, C. T. (1995). Cognitive and school outcomes for high-risk African-American students at middle adolescence: Positive effects of early intervention. American Educational Research Journal, 32, 743772.
  • Ceci, S. J. (1991). How much does schooling influence general intelligence and its cognitive components? A reassessment of the evidence. Psychological Bulletin, 27, 702722.
  • Clarke-Stewart, K. A. (1973). Interactions between mothers and their young children: Characteristics and consequences (pp. 1109). Monographs of the Society for Research in Child Development, 38. .
  • Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66, 227268.
  • Diamond, M. C., Krech, E. L., & Rosenzweig, M. R. (1964). The effects of an enriched environment on the biology of the rat cerebral cortex. Journal of Comparative Neurology, 123, 111119.
  • Entwistle, D. R., & Alexander, K. L. (1992). Summer setback: Race, poverty, school composition and mathematics achievement in the first two years of school. American Sociological Review, 52, 7284.
  • Flavell, J. H., Friedrichs, A. G., & Hoyt, J. D. (1970). Developmental changes in memorization processes. Cognitive Psychology, 1, 324340.
  • Gardner, H. 1983. Frames of mind: The theory of multiple intelligences. New York : Basic Books.
  • Gottfried, A. W. (Ed.) (1984). Home environment and early cognitive development. New York : Academic Press.
  • Gottfried, A. W., Gottfried, A. E., Bathurst, K., & Guerin, D. W. (1994). Gifted IQ: Early developmental aspects (The Fullerton Longitudinal Study). New York : Plenum Press.
  • Greenough, W. T., & Volkmar, F. R. (1973). Pattern of dendritic branching in occipital lobes of rats reared in complex environments. Experimental Neurology, 40, 491504.
  • Guilford, J. P. (1967). The nature of human intelligence. New York : McGraw-Hill.
  • Heyns, B. (1978). Summer learning and the effects of schooling. New York : Academic Press.
  • Honig, S. A. (1982). Parent involvement in early childhood education. In B.Spodek, (Ed.), Handbook of research in early childhood education. New York : Free Press.
  • Huttenlocher, J. (1997). Environmental effects on cognitive growth. Paper presented at the biennial meeting of the Society for Research in Child Development, Washington, DC.
  • Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27, 236248.
  • Huttenlocher, J., & Levine, S. C. (1990). Primary Test of Cognitive Skills. Monterey , CA : MacMillan-McGraw-Hill, California Test Bureau.
  • Kail, R. (1979). The development of memory in children. New York : W. H. Freeman.
  • Kamin, L. (1974). The science and politics of IQ. Hillsdale , NJ : Erlbaum.
  • Karmiloff-Smith, A. (1992). Beyond modularity. Cambridge , MA : MIT Press.
  • Kellaghan, T., Sloane, K., Alvarez, B., & Bloom, B. S. (1993). The home environment and school learning. San Francisco : Jossey-Bass.
  • Lenneberg, E. (1967). Biological foundations of language. New York : Wiley.
  • Maccoby, E., & Jacklin, C.N. (1974). The psychology of sex differences. Stanford , CA : Stanford University Press.
  • McCarthy, D. (1954). Language development in children. In L.Carmichael, (Ed.), Manual of child development (2d ed., pp. 492630). New York : Wiley.
  • Morrison, F. J., Smith, L. S., & Dow-Ehrensberger, M. (1995). Education and cognitive development: A natural experiment. Developmental Psychology, 31, 789799.
  • Newport, E. L., Gleitman, H., & Gleitman, L. R. (1977). Mother I'd rather do it myself: Some effects and non-effects of maternal speech style. In C.Snow & C.Ferguson, (Eds.), Talking to children: Language, input and acquisition (pp. 109149). Cambridge : Cambridge University Press.
  • Orshansky, M. (1988a). Counting the poor: Another look at the poverty profile. Social Security Bulletin, 51, 2551.
  • Orshansky, M. (1988b). Commentary: The poverty measure. Social Security Bulletin, 51, 2224.
  • Pinker, S. (1984). Language learnability and language development. Cambridge , MA : Harvard University Press.
  • Plomin, R., & DeFries, J. C. (1980). Genetics and intelligence: Recent data. Intelligence, 4, 1524.
  • Ramey, C. T., & Campbell, F. A. (1984). Preventive education for high-risk children: Cognitive consequences of the Carolina Abecedarian Project. American Journal of Mental Deficiency, 88, 515523.
  • Scarr, S. (1992). Developmental theories for the 1990s: Development and individual differences. Child Development, 63, 119.
  • Snow, C. E., & Ferguson, C. A. (Eds.). (1977). Talking to children. Cambridge : Cambridge University Press.
  • Sperry, R. W., Gazzaniga, M. S., & Bogen, J. E. (1969). Inter-hemispheric relationships: A preliminary study. Brain and Language, 37, 4258.
  • Stevenson, H. W., Lee, S. Y., & Stigler, J. W. (1986). Mathematics achievement of Chinese, Japanese, and American children. Science, 231, 693699.
  • Stigler, J. W., Lee, S. Y., & Stevenson, H. W. (1987). Mathematics classrooms in Japan, Taiwan, and the United States. Child Development, 58, 12721285.
  • Teuber, H. L. (1955). Physiological psychology. Annual Review of Psychology, 6, 267296.
  • Thorndike, R. L., Hagen, E. P., & Sattler, J. M. (1986). The Stanford-Binet Intelligence Scale: Fourth Edition. Chicago : Riverside Publishing.
  • Thurstone, L. L. (1938). Primary mental abilities (Psychometric Monographs 1). Chicago : University of Chicago Press.
  • Wechsler, D. (1989). Manual, Wechsler preschool and primary scale of intelligence—Revised (WPPSTR). San Antonio , TX : Psychological Corp.
  • Yen, W. M. (1984). Effects of local item dependence on the fit and equating performance of the three-parameter logistic model. Applied Psychological Measurement, 8, 125145.