The development of cognitive and academic abilities: growth curves from an early childhood educational experiment.

By F. Campbell, E. Pungello, Shari Miller-Johnson, M. Burchinal, C. Ramey. Developmental Psychology, 2001

691 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/771fd4ee68642e518d70547eb79577650ea5473a

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In Clinical Psychology

In Developmental and Educational Psychology

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Citations in the corpus

Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013, background): “The term “at risk” as used here and elsewhere in this report refers to a child 1 Nores et al. (2005); Campbell et al. (2001).”
Intelligence: new findings and theoretical developments. (2012, neutral): “, 2005; Schweinhart & Weikart, 1980; Schweinhart & Weikart, 1993) and the Abecedarian program (Campbell et al., 2001; Campbell & Ramey, 1995; C. T. Ramey et al., 2000; S. L. Ramey & Ramey, 1999).”
Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction (2008, result): “In this way, exposure to high levels of instructional quality during PK appeared to have a lasting effect, for at least one year, a finding consistent with results from more tightly controlled and optimized, experimental studies of preschool (Campbell, Pungello, Miller-Johnson, Burchinal, & Ramey, ”
Factors That Influence the Implementation of a New Preschool Curriculum: Implications for Professional Development (2009, background): “Enrollment in a high-quality early education program promotes children's development and learning of important academic and social skills associated with school readiness ( Campbell, Pungello, Miller-Johnson, Burchinal, & Ramey, 2001 ; Howes et al, in press; Tout, Zaslow, & Berry, 2006).”
Early Child Care and Children’s Development Prior to School Entry: Results from the NICHD Study of Early Child Care (2002, background): “…long and well-established intervention literature, which has argued that the most needy benefit the most from high-quality early education programs (Campbell et al., 2001; Ramey et al., in press), we had anticipated that high-quality child care and center-based care would be most advantageous for…”
Social Risk and Protective Child, Parenting, and Child Care Factors in Early Elementary School Years (2006, background): “The Abecedarian Project (Campbell et al., 2001) demonstrated that high quality child care enhances academic skills from early childhood into early adulthood.”
EARLY CHILDHOOD INVESTMENTS SUBSTANTIALLY BOOST ADULT HEALTH (2014, background): “the intervention: cognitive ability in childhood (61), infant temperament (89), body mass index at”
Continuing effects of early enrichment in adult life: The Turkish Early Enrichment Project 22 years later (2009, background): “Few studies have accomplished this goal, although the Abecedarian project (Campbell et al., 2001) used standardized IQ tests and age-appropriate versions of a series of standardized achievement tests over four testing points, allowing the calculation of growth curves in the cognitive domain.”
Why Has Black-White Skill Convergence Stopped? NBER Working Paper No. 11090. (2005, positive): “Campbell et al (2001) report that the achievement gains associated with pre-school treatment at age 15 are .45 standard deviations in reading and .37 standard deviations in math.”
Predicting Preschool Cognitive Development from Infant Temperament, Maternal Sensitivity, and Psychosocial Risk (2006, background): “Finally, Crandell and Hobson (1999) have recently shown that children of secure mothers had higher IQs than children of insecure mothers, after controlling for maternal intelligence.”
Higher Education: Gaps in Access and Persistence Study. Statistical Analysis Report. NCES 2012-046. (2012, background): “Research has suggested that living in poverty in early childhood is associated with lower than average academic performance that extends through elementary and high school and can lead to lower than average rates of school completion (Black, Hess, and Berenson-Howard 2000; Brooks-Gunn and Duncan 199”