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FAMILY AND SCHOOL INFLUENCES ON COGNITIVE DEVELOPMENT
Article first published online: 7 DEC 2006
DOI: 10.1111/j.1469-7610.1985.tb00584.x
1469-7610/asset/cover.gif?v=1&s=6173952e9a218cbf54031ee655bc3c4592cbc59c "Journal of Child Psychology and Psychiatry")
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How to Cite
Rutter, M. (1985), FAMILY AND SCHOOL INFLUENCES ON COGNITIVE DEVELOPMENT. Journal of Child Psychology and Psychiatry, 26: 683–704. doi: 10.1111/j.1469-7610.1985.tb00584.x
Publication History
- Issue published online: 7 DEC 2006
- Article first published online: 7 DEC 2006
- Accepted manuscript received 25 February 1985
- Abstract
- References
- Cited By
Keywords:
- Cognitive development;
- family influences;
- school effect;
- compulsory education
Abstract
Family and school influences on cognitive development are reviewed in terms of the empirical research findings on (i) variations within the ordinary environment; (ii) family intervention studies; (iii) the effects of abnormal environments; (iv) extreme environmental conditions; (v) variations within the ordinary school environment; and (vi) preschool and school intervention studies. It is concluded that environmental effects on IQ are relatively modest within the normal range of environments, but that the effects of markedly disadvantageous circumstances are very substantial. Cognitive development is influenced both by direct effects on cognition and by indirect effects through alterations in self-concept, aspirations, attitudes to learning and styles of interaction with other people.