I am a life-span developmental scientist specializing in the influence of early experience on subsequent cognition, academic accomplishment, health , adult functioning and successful aging
Journal of the American Statistical Association, Dec 1, 1992
Recently developed methods for power analysis expand the options available for study design. We d... more Recently developed methods for power analysis expand the options available for study design. We demonstrate how easily the methods can be applied by (1) reviewing their formulation and (2) describing their application in the preparation of a particular grant proposal. The focus is a complex but ubiquitous setting: repeated measures in a longitudinal study. Describing the development of the research proposal allows demonstrating the steps needed to conduct an effective power analysis. Discussion of the example also highlights issues that typically must be considered in designing a study. First, we discuss the motivation for using detailed power calculations, focusing on multivariate methods in particular. Second, we survey available methods for the general linear multivariate model (GLMM) with Gaussian errors and recommend those based on F approximations. The treatment includes coverage of the multivariate and univariate approaches to repeated measures, MANOVA, ANOVA, multivariate regression, and univariate regression. Third, we describe the design of the power analysis for the example, a longitudinal study of a child's intellectual performance as a function of mother's estimated verbal intelligence. Fourth, we present the results of the power calculations. Fifth, we evaluate the tradeoffs in using reduced designs and tests to simplify power calculations. Finally, we discuss the benefits and costs of power analysis in the practice of statistics. We make three recommendations:
This study examined the effect of a day case program on mother-child interaction patterns and att... more This study examined the effect of a day case program on mother-child interaction patterns and attachment behaviors,and coipared these patterns of behavior with those.obtained from a matched sample of more advantaged home-reared infants,. Subjects were 60 infants, ranging in age from 3 1/2 to 9 1/2 months, and their mothers. There were three groups of mother-infant dyads: (1) the high-risk experimental giouP (HIRE), comprising 15 high-risk infant wh9 had attended a day care facility for 8 hours per day since they were approximately 2 months of age, and their mothers (2) the high-Tisk control group (HRC), comprising 15 high-risk infants and their mothers living together at home; and (3) 30 dyads selected at random from birth records for the local community. Data were collected by home observation and by interaction process analysis of 25-minute 'videotapes of other-child interaction in a home-like laboratory setting. Results indicated that infants in the HRE group vocalized more and were generally more responsive than'infants in the HRC group; these findings reflected basic differences in the infants rathet than in the mothers, who differed only on measures of'maternal concern for optimal child development. The HRE inf §nts and their mothets were found to have a similar social relationship to that between infants and mothers in the general.population group, suggesting` that intervention has a positiie effect on mother-child interaction in disadvantaged faiilies. (GO)
This paper deals with three areas conc.!erning early vocal development: (1) review and critique o... more This paper deals with three areas conc.!erning early vocal development: (1) review and critique of existino experimental evidence suggesting that early vocal behavior has the properties of an operant response, (2) speculations concerning the role of non-verhal vocal behavior in early psychological development, and (3) suggestions for future research. Skinner's "Verbal Behavior" takes the position that verbal behaviOr could be analy2ed within operant conditioning frameworks. Chomsky argues that the system which Skinner proposes is too simplistic to account for the intricacieA of human speech. Other work reviewed covers conditioned vocal responses, conditioned response differentiation, reinforcer effectiveness, and the relationship between age and conditionability. Speculation about the role of early vocal responses includes a discussion of Watson's hypothesis that the human infant is structured from birth for the processing of response-contingent information and that at least two response-contingent sequences must occur within the infant's memory span in order for him to develop an initial awareness that his responses resulted in the change in external stimulation. It is suggested that the role of response-contingent stimulation on vocal development and its long-term consequences on vocal behavior warrants further investigation. (Cx) U S. DEPARTMEN T OF HEALTH.
This study examined the efficacy of two educational practices designed to prevent learning diffic... more This study examined the efficacy of two educational practices designed to prevent learning difficulties in children from high risk families (N=64) during the first 8 years of life. The preventive treatments includeds (1) educational daycare plus family education from birth to age 5 followed by a home/school resource program from kindergarten through second grade; or (2) identical family education but no educational daycare followed by the identical home/school program through second grade. Among findings are the following: the most intensely treated group consistently scored higher than the other two groups; over time the IQ and reading scores of all three groups decreased somewhat; there was a significant linear effect of time tmt no treatment and time interaction effects; an expected rise in Academic achievement by the treatment groups from kindergarten to grade 2 was not realized; but significantly fewer of the children in the educational daycare group were retained in grade. (5 references) (DB)
The purpose of this study is to understand how parental altitudes., affect the development of chi... more The purpose of this study is to understand how parental altitudes., affect the development of children,,at risk for psychosocial retardation. The investigation employs mehsures of maternal,attitudes toward self, toward parenting, toward the child, a weasure of the quality of the home environment, 'and measures of , chitdren's Aelf-concept, school achievement, and intelligence. The sample was composed of 28 high-riil and '31 low-risk kindergarten and first-grkde Children and their mothers. The high-risk group included only black children and the low-risk group was predominately white. A preliminary, issue wassthe-comparison of high-risk and Aow-risk' childreu.and their mothers on each of the measures emOloyed. Of tartar-interest were the rel.ationships betWeen maternal attitudes and child self-concept. lo significant differencis between th4 self-concept of low-risk and of high-risk children werelound. There 'were significant differeuces between the self-Osteem scores: and pereptions of low-and high-risk mothers, -hoiover. Tbe high/brisk mother.lpercoltves-her child to be ;Ore impulsive and less sociable .than does the'low-risk mother. This finding is coitistent with. previous.comparisonw of disadVantaged andiaddle-class parintal 'self-perception. Figures showing how "maternal attitudes relate tO . caldron's Melf-concept, intelligence, and schOOl.achievement are .presented, first for-combined groups and then for the high-risk group only. (Author/RM) * RsprodoctioffIn supplied by BM are the beat that can be made .* 4 ( * . fton the otigin0. documnnt.
This progress report describes the subjects, program and curriculum development, and collected ps... more This progress report describes the subjects, program and curriculum development, and collected psychological and medical data of the Carolina Abecedarian Project, an intervention program, begun in 1972. The purpose of this project is to bring together a multidisciplinary tear of researchers to demonstrate that the developmental retardation of disadvantaged children can be prevented, and to explain how various psychological and biological processes are affected by such preventive attempts. Subjects are selected from
The effects of early educational treatment upon the components of psychological development of ch... more The effects of early educational treatment upon the components of psychological development of children at high risk for sociocultural retardation were examined in 50 children. Twenty-six children attended, from infancy, a day-care center where educational treatment in the form of systematic curriculum was provided; 24 control children were educationally untreated. The McCarthy Scales of Children's Abilities were administered to both groups at 42 months of age. The educationally treated group's scores were superior to the educationally untreated group on the Verbal, Perceptual-Performance, Quantitative, and Memory Scales but not on the Motor scale. Early education appeared to improve the children's ability to attend to, comprehend, and carry out abstract and complex tasks.
Debates regarding the plasticity of intelligence are often fired by a confusion between 2 distinc... more Debates regarding the plasticity of intelligence are often fired by a confusion between 2 distinct realms of development, that is, between developmental functions (e.g., a group's average IQ over time) and individual differences (e.g., the relative rank ordering of individual IQs within a group). Questions concerning the stability of these 2 realms are statistically independent. Thus there are 2 kinds of intellectual plasticity, and there may be no developmental convergences between them. In the present study, data from an early intervention program were used to investigate the 2 kinds of plasticity separately and to examine certain possible convergences between them. The program involved children at risk for developmental retardation who were randomly assigned at birth to 2 rearing conditions (i.e., educational daycare vs. no educational intervention) and whose intellectual development was then studied longitudinally to 4 years of age. Our findings indicate that developmental functions are moderately alterable through systemic early education, particularly after infancy, whereas individual differences are moderately stable, again particularly after infancy. They also indicate that the 2 kinds of plasticity are independent; the alteration of developmental functions through daycare affects neither the stability nor the determinants of individual differences. We discuss the implications that these findings have for current models of mental development, for the nature-nurture debate, and for arguments concerning the efficacy of early intervention programs.
Home environments of 30 infants at high-risk for developmental retardation were compared with tho... more Home environments of 30 infants at high-risk for developmental retardation were compared with those of 30 infants from the general population (matched for age, sex, and parity) by means of the Home Observation Measurement of the Environment. Fifteen high-risk infants attended a day-care intervention program; 15 did not. The Home Observation for Measurement of the Environment showed significant differences (ps less than .001) between the high-risk groups and the general population, favoring the general population, on all factors (maternal-warmth, absence of restriction and punishment, organization of the environment, appropriate toys, maternal involvement, and opportunities for variety) but none between the two high-risk groups.
Primary goals of this study were to determine: (1) whether a child-centered educational preschool... more Primary goals of this study were to determine: (1) whether a child-centered educational preschool program and/or a parent-centered early elementary educational intervention program for disadvantaged children had effects on the nild rearing beliefs and values of parents; and (2) whether parents' child rearing beliefs and educational values were related to children's academic achievements in early elementary school. Subjects were 83 low-income parents whose children were judged to be at risk for academic problems associated with mild mental retardation. Children from the at-risk subjects' kindergarten classes were randomly chosen to provide a local population comparison group. The preschool intervention consisted of a systematic program that provided intellectual stimulation for infants and preschoolers in z, day care setting. The school-age intervention consisted of supplementary learning activities that parents could implement with their children and that were delivered in biweekly home visits of a home-school resource teacher. Findings indicated that mothers of at-risk children in the preschool intervention group scored lower than other mothers on traditional beliefs. Such parental beliefs were negatively correlated with children's achievement in reading. Parents of at-risk children differed from control group parents in beliefs and values. Maternal IQ and authoritarian beliefs may both be implicated in differences in parenting style which impact children's language development and eventual literacy. References number 34. (RH)
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
... RAMEY, CRAIG T.; CAMPBELL, FRANCES A.; and NICHOLSON, JANET E. The Predictive Power of the Ba... more ... RAMEY, CRAIG T.; CAMPBELL, FRANCES A.; and NICHOLSON, JANET E. The Predictive Power of the Bayley Scales of Infant Development and the ... The psychological basis for using preschool enrichment as an antidote for cul-tural deprivation in the disadvantaged child. ...
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
The effects of early educational intervention upon socioeconomically disadvantaged children's att... more The effects of early educational intervention upon socioeconomically disadvantaged children's attainment of the cognitive stage of concrete operations was assessed using the Concept Assessment Kit-Conservation (CAK). The test was administered longitudinally to 86 Iow-SES children at ages 5, 6, and 7, and to random cross-sectional samples of more advantaged classmates at the same ages. Low-SES children who had early educational intervention developed the ability to conserve earlier than those without intervention, the order of difficulty for the different concepts was similar in all groups. The proportion of nonconservers in the Iow-SES intervention group did not differ significantly from that of their more advantaged peers in the first and third years in early elementary school, but Iow-SES Control children were more likely to be nonconservers. Scores on the CAK were significantly correlated with those on the Wechsler Intelligence Scale for Children-Revised; correlations with the Verbal IQ were higher than those with Performance IQ. The CAK improved prediction of mathematics achievement above that possible with the WISC-R alone, but did not improve prediction for reading. In Piaget's theory of cognitive development the ability to conserve marks the change from the preoperational stage to the stage of concrete operations. A child who conserves recognizes the invariance of such properties as number, space,
Page 1. Compensatory Education for Disadvantaged Children CRAIG T. RAMEY AND FRANCES A. CAMPBELL ... more Page 1. Compensatory Education for Disadvantaged Children CRAIG T. RAMEY AND FRANCES A. CAMPBELL University of North Carolina at Chapel Hill Poverty is expensive. Moreover, the costs of poverty go far beyond the immediate loss of revenues to the state. ...
Journal of the American Statistical Association, Dec 1, 1992
Recently developed methods for power analysis expand the options available for study design. We d... more Recently developed methods for power analysis expand the options available for study design. We demonstrate how easily the methods can be applied by (1) reviewing their formulation and (2) describing their application in the preparation of a particular grant proposal. The focus is a complex but ubiquitous setting: repeated measures in a longitudinal study. Describing the development of the research proposal allows demonstrating the steps needed to conduct an effective power analysis. Discussion of the example also highlights issues that typically must be considered in designing a study. First, we discuss the motivation for using detailed power calculations, focusing on multivariate methods in particular. Second, we survey available methods for the general linear multivariate model (GLMM) with Gaussian errors and recommend those based on F approximations. The treatment includes coverage of the multivariate and univariate approaches to repeated measures, MANOVA, ANOVA, multivariate regression, and univariate regression. Third, we describe the design of the power analysis for the example, a longitudinal study of a child's intellectual performance as a function of mother's estimated verbal intelligence. Fourth, we present the results of the power calculations. Fifth, we evaluate the tradeoffs in using reduced designs and tests to simplify power calculations. Finally, we discuss the benefits and costs of power analysis in the practice of statistics. We make three recommendations:
This study examined the effect of a day case program on mother-child interaction patterns and att... more This study examined the effect of a day case program on mother-child interaction patterns and attachment behaviors,and coipared these patterns of behavior with those.obtained from a matched sample of more advantaged home-reared infants,. Subjects were 60 infants, ranging in age from 3 1/2 to 9 1/2 months, and their mothers. There were three groups of mother-infant dyads: (1) the high-risk experimental giouP (HIRE), comprising 15 high-risk infant wh9 had attended a day care facility for 8 hours per day since they were approximately 2 months of age, and their mothers (2) the high-Tisk control group (HRC), comprising 15 high-risk infants and their mothers living together at home; and (3) 30 dyads selected at random from birth records for the local community. Data were collected by home observation and by interaction process analysis of 25-minute 'videotapes of other-child interaction in a home-like laboratory setting. Results indicated that infants in the HRE group vocalized more and were generally more responsive than'infants in the HRC group; these findings reflected basic differences in the infants rathet than in the mothers, who differed only on measures of'maternal concern for optimal child development. The HRE inf §nts and their mothets were found to have a similar social relationship to that between infants and mothers in the general.population group, suggesting` that intervention has a positiie effect on mother-child interaction in disadvantaged faiilies. (GO)
This paper deals with three areas conc.!erning early vocal development: (1) review and critique o... more This paper deals with three areas conc.!erning early vocal development: (1) review and critique of existino experimental evidence suggesting that early vocal behavior has the properties of an operant response, (2) speculations concerning the role of non-verhal vocal behavior in early psychological development, and (3) suggestions for future research. Skinner's "Verbal Behavior" takes the position that verbal behaviOr could be analy2ed within operant conditioning frameworks. Chomsky argues that the system which Skinner proposes is too simplistic to account for the intricacieA of human speech. Other work reviewed covers conditioned vocal responses, conditioned response differentiation, reinforcer effectiveness, and the relationship between age and conditionability. Speculation about the role of early vocal responses includes a discussion of Watson's hypothesis that the human infant is structured from birth for the processing of response-contingent information and that at least two response-contingent sequences must occur within the infant's memory span in order for him to develop an initial awareness that his responses resulted in the change in external stimulation. It is suggested that the role of response-contingent stimulation on vocal development and its long-term consequences on vocal behavior warrants further investigation. (Cx) U S. DEPARTMEN T OF HEALTH.
This study examined the efficacy of two educational practices designed to prevent learning diffic... more This study examined the efficacy of two educational practices designed to prevent learning difficulties in children from high risk families (N=64) during the first 8 years of life. The preventive treatments includeds (1) educational daycare plus family education from birth to age 5 followed by a home/school resource program from kindergarten through second grade; or (2) identical family education but no educational daycare followed by the identical home/school program through second grade. Among findings are the following: the most intensely treated group consistently scored higher than the other two groups; over time the IQ and reading scores of all three groups decreased somewhat; there was a significant linear effect of time tmt no treatment and time interaction effects; an expected rise in Academic achievement by the treatment groups from kindergarten to grade 2 was not realized; but significantly fewer of the children in the educational daycare group were retained in grade. (5 references) (DB)
The purpose of this study is to understand how parental altitudes., affect the development of chi... more The purpose of this study is to understand how parental altitudes., affect the development of children,,at risk for psychosocial retardation. The investigation employs mehsures of maternal,attitudes toward self, toward parenting, toward the child, a weasure of the quality of the home environment, 'and measures of , chitdren's Aelf-concept, school achievement, and intelligence. The sample was composed of 28 high-riil and '31 low-risk kindergarten and first-grkde Children and their mothers. The high-risk group included only black children and the low-risk group was predominately white. A preliminary, issue wassthe-comparison of high-risk and Aow-risk' childreu.and their mothers on each of the measures emOloyed. Of tartar-interest were the rel.ationships betWeen maternal attitudes and child self-concept. lo significant differencis between th4 self-concept of low-risk and of high-risk children werelound. There 'were significant differeuces between the self-Osteem scores: and pereptions of low-and high-risk mothers, -hoiover. Tbe high/brisk mother.lpercoltves-her child to be ;Ore impulsive and less sociable .than does the'low-risk mother. This finding is coitistent with. previous.comparisonw of disadVantaged andiaddle-class parintal 'self-perception. Figures showing how "maternal attitudes relate tO . caldron's Melf-concept, intelligence, and schOOl.achievement are .presented, first for-combined groups and then for the high-risk group only. (Author/RM) * RsprodoctioffIn supplied by BM are the beat that can be made .* 4 ( * . fton the otigin0. documnnt.
This progress report describes the subjects, program and curriculum development, and collected ps... more This progress report describes the subjects, program and curriculum development, and collected psychological and medical data of the Carolina Abecedarian Project, an intervention program, begun in 1972. The purpose of this project is to bring together a multidisciplinary tear of researchers to demonstrate that the developmental retardation of disadvantaged children can be prevented, and to explain how various psychological and biological processes are affected by such preventive attempts. Subjects are selected from
The effects of early educational treatment upon the components of psychological development of ch... more The effects of early educational treatment upon the components of psychological development of children at high risk for sociocultural retardation were examined in 50 children. Twenty-six children attended, from infancy, a day-care center where educational treatment in the form of systematic curriculum was provided; 24 control children were educationally untreated. The McCarthy Scales of Children's Abilities were administered to both groups at 42 months of age. The educationally treated group's scores were superior to the educationally untreated group on the Verbal, Perceptual-Performance, Quantitative, and Memory Scales but not on the Motor scale. Early education appeared to improve the children's ability to attend to, comprehend, and carry out abstract and complex tasks.
Debates regarding the plasticity of intelligence are often fired by a confusion between 2 distinc... more Debates regarding the plasticity of intelligence are often fired by a confusion between 2 distinct realms of development, that is, between developmental functions (e.g., a group's average IQ over time) and individual differences (e.g., the relative rank ordering of individual IQs within a group). Questions concerning the stability of these 2 realms are statistically independent. Thus there are 2 kinds of intellectual plasticity, and there may be no developmental convergences between them. In the present study, data from an early intervention program were used to investigate the 2 kinds of plasticity separately and to examine certain possible convergences between them. The program involved children at risk for developmental retardation who were randomly assigned at birth to 2 rearing conditions (i.e., educational daycare vs. no educational intervention) and whose intellectual development was then studied longitudinally to 4 years of age. Our findings indicate that developmental functions are moderately alterable through systemic early education, particularly after infancy, whereas individual differences are moderately stable, again particularly after infancy. They also indicate that the 2 kinds of plasticity are independent; the alteration of developmental functions through daycare affects neither the stability nor the determinants of individual differences. We discuss the implications that these findings have for current models of mental development, for the nature-nurture debate, and for arguments concerning the efficacy of early intervention programs.
Home environments of 30 infants at high-risk for developmental retardation were compared with tho... more Home environments of 30 infants at high-risk for developmental retardation were compared with those of 30 infants from the general population (matched for age, sex, and parity) by means of the Home Observation Measurement of the Environment. Fifteen high-risk infants attended a day-care intervention program; 15 did not. The Home Observation for Measurement of the Environment showed significant differences (ps less than .001) between the high-risk groups and the general population, favoring the general population, on all factors (maternal-warmth, absence of restriction and punishment, organization of the environment, appropriate toys, maternal involvement, and opportunities for variety) but none between the two high-risk groups.
Primary goals of this study were to determine: (1) whether a child-centered educational preschool... more Primary goals of this study were to determine: (1) whether a child-centered educational preschool program and/or a parent-centered early elementary educational intervention program for disadvantaged children had effects on the nild rearing beliefs and values of parents; and (2) whether parents' child rearing beliefs and educational values were related to children's academic achievements in early elementary school. Subjects were 83 low-income parents whose children were judged to be at risk for academic problems associated with mild mental retardation. Children from the at-risk subjects' kindergarten classes were randomly chosen to provide a local population comparison group. The preschool intervention consisted of a systematic program that provided intellectual stimulation for infants and preschoolers in z, day care setting. The school-age intervention consisted of supplementary learning activities that parents could implement with their children and that were delivered in biweekly home visits of a home-school resource teacher. Findings indicated that mothers of at-risk children in the preschool intervention group scored lower than other mothers on traditional beliefs. Such parental beliefs were negatively correlated with children's achievement in reading. Parents of at-risk children differed from control group parents in beliefs and values. Maternal IQ and authoritarian beliefs may both be implicated in differences in parenting style which impact children's language development and eventual literacy. References number 34. (RH)
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
... RAMEY, CRAIG T.; CAMPBELL, FRANCES A.; and NICHOLSON, JANET E. The Predictive Power of the Ba... more ... RAMEY, CRAIG T.; CAMPBELL, FRANCES A.; and NICHOLSON, JANET E. The Predictive Power of the Bayley Scales of Infant Development and the ... The psychological basis for using preschool enrichment as an antidote for cul-tural deprivation in the disadvantaged child. ...
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
The effects of early educational intervention upon socioeconomically disadvantaged children's att... more The effects of early educational intervention upon socioeconomically disadvantaged children's attainment of the cognitive stage of concrete operations was assessed using the Concept Assessment Kit-Conservation (CAK). The test was administered longitudinally to 86 Iow-SES children at ages 5, 6, and 7, and to random cross-sectional samples of more advantaged classmates at the same ages. Low-SES children who had early educational intervention developed the ability to conserve earlier than those without intervention, the order of difficulty for the different concepts was similar in all groups. The proportion of nonconservers in the Iow-SES intervention group did not differ significantly from that of their more advantaged peers in the first and third years in early elementary school, but Iow-SES Control children were more likely to be nonconservers. Scores on the CAK were significantly correlated with those on the Wechsler Intelligence Scale for Children-Revised; correlations with the Verbal IQ were higher than those with Performance IQ. The CAK improved prediction of mathematics achievement above that possible with the WISC-R alone, but did not improve prediction for reading. In Piaget's theory of cognitive development the ability to conserve marks the change from the preoperational stage to the stage of concrete operations. A child who conserves recognizes the invariance of such properties as number, space,
Page 1. Compensatory Education for Disadvantaged Children CRAIG T. RAMEY AND FRANCES A. CAMPBELL ... more Page 1. Compensatory Education for Disadvantaged Children CRAIG T. RAMEY AND FRANCES A. CAMPBELL University of North Carolina at Chapel Hill Poverty is expensive. Moreover, the costs of poverty go far beyond the immediate loss of revenues to the state. ...
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