We thank the families who took part in the ALSPAC; the midwives for their cooperation and help; J. C. Bell, J. Golding, C. Padilla, D. Putnick, and A. Slater; and the UK Medical Research Council and the Wellcome Trust (Grant 092731) and the University of Bristol for core support for ALSPAC. The ALSPAC Study Team comprises interviewers, computer and laboratory technicians, clerical workers, research scientists, volunteers, and managers. This research was supported in part by the Intramural Research Program of the NIH, NICHD. Marc H. Bornstein and Chun-Shin Hahn, Child and Family Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development. Dieter Wolke, Department of Psychology and Health Science Research Institute, University of Warwick, Coventry (UK).
Systems and Cascades in Cognitive Development and Academic Achievement
Article first published online: 13 SEP 2012
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Volume 84, Issue 1, pages 154–162, January/February 2013
How to Cite
Bornstein, M. H., Hahn, C.-S. and Wolke, D. (2013), Systems and Cascades in Cognitive Development and Academic Achievement. Child Development, 84: 154–162. doi: 10.1111/j.1467-8624.2012.01849.x
- Issue published online: 25 JAN 2013
- Article first published online: 13 SEP 2012
A large-scale (N = 552) controlled multivariate prospective 14-year longitudinal study of a developmental cascade embedded in a developmental system showed that information-processing efficiency in infancy (4 months), general mental development in toddlerhood (18 months), behavior difficulties in early childhood (36 months), psychometric intelligence in middle childhood (8 years), and maternal education either directly or indirectly (or both) contribute to academic achievement in adolescence (14 years).