{"title":"幼儿教育干预对认知结果影响的性别差异","authors":"Margaret Burchinal , Tiffany Foster , Kylie Garber , Marketa Burnett , Iheoma U. Iruka , Frances Campbell , Craig Ramey","doi":"10.1016/j.appdev.2024.101712","DOIUrl":null,"url":null,"abstract":"<div><p>Several influential studies reported sex differences in early care and education (ECE) treatment on young adult IQ and academic outcomes. This paper extends that work by asking whether sex differences in impacts of the Carolina Abecedarian Project emerged during the treatment period or subsequently and whether sex differences were maintained into middle adulthood. The randomized clinical trial (98 % Black, 51 % female) followed 104 infants 5 to 45 years of age. Longitudinal analyses estimated treatment and sex-by-treatment differences at 5 years, from 5 to 21 years, and at 21 and 45 years. Results revealed treated children entered school with higher IQ and reading skills than control children. Treatment impacts on IQ and math increased over time for females and decreased for males yielding sex differences in treatment impacts at 21 and 45 years. These findings suggest that, while the ECE treatment similarly benefited boys and girls in the short term, the long-term impacts likely depended on subsequent experiences.</p></div><div><h3>Public significance</h3><p>Findings from this paper provide further evidence that ECE can improve educational outcomes for low-income Black children, but that subsequent experiences may erode those impacts especially for low-income Black males.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"95 ","pages":"Article 101712"},"PeriodicalIF":2.2000,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Sex differences in early childhood education intervention impacts on cognitive outcomes\",\"authors\":\"Margaret Burchinal , Tiffany Foster , Kylie Garber , Marketa Burnett , Iheoma U. Iruka , Frances Campbell , Craig Ramey\",\"doi\":\"10.1016/j.appdev.2024.101712\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Several influential studies reported sex differences in early care and education (ECE) treatment on young adult IQ and academic outcomes. This paper extends that work by asking whether sex differences in impacts of the Carolina Abecedarian Project emerged during the treatment period or subsequently and whether sex differences were maintained into middle adulthood. The randomized clinical trial (98 % Black, 51 % female) followed 104 infants 5 to 45 years of age. Longitudinal analyses estimated treatment and sex-by-treatment differences at 5 years, from 5 to 21 years, and at 21 and 45 years. Results revealed treated children entered school with higher IQ and reading skills than control children. Treatment impacts on IQ and math increased over time for females and decreased for males yielding sex differences in treatment impacts at 21 and 45 years. These findings suggest that, while the ECE treatment similarly benefited boys and girls in the short term, the long-term impacts likely depended on subsequent experiences.</p></div><div><h3>Public significance</h3><p>Findings from this paper provide further evidence that ECE can improve educational outcomes for low-income Black children, but that subsequent experiences may erode those impacts especially for low-income Black males.</p></div>\",\"PeriodicalId\":48168,\"journal\":{\"name\":\"Journal of Applied Developmental Psychology\",\"volume\":\"95 \",\"pages\":\"Article 101712\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-09-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Applied Developmental Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0193397324000819\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Applied Developmental Psychology","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0193397324000819","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
Sex differences in early childhood education intervention impacts on cognitive outcomes
Several influential studies reported sex differences in early care and education (ECE) treatment on young adult IQ and academic outcomes. This paper extends that work by asking whether sex differences in impacts of the Carolina Abecedarian Project emerged during the treatment period or subsequently and whether sex differences were maintained into middle adulthood. The randomized clinical trial (98 % Black, 51 % female) followed 104 infants 5 to 45 years of age. Longitudinal analyses estimated treatment and sex-by-treatment differences at 5 years, from 5 to 21 years, and at 21 and 45 years. Results revealed treated children entered school with higher IQ and reading skills than control children. Treatment impacts on IQ and math increased over time for females and decreased for males yielding sex differences in treatment impacts at 21 and 45 years. These findings suggest that, while the ECE treatment similarly benefited boys and girls in the short term, the long-term impacts likely depended on subsequent experiences.
Public significance
Findings from this paper provide further evidence that ECE can improve educational outcomes for low-income Black children, but that subsequent experiences may erode those impacts especially for low-income Black males.
期刊介绍:
The Journal of Applied Developmental Psychology focuses on two key concepts: human development, which refers to the psychological transformations and modifications that occur during the life cycle and influence an individual behavior within the social milieu; and application of knowledge, which is derived from investigating variables in the developmental process. Its contributions cover research that deals with traditional life span markets (age, social roles, biological status, environmental variables) and broadens the scopes of study to include variables that promote understanding of psychological processes and their onset and development within the life span. Most importantly.