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. 2013 Jan-Feb;84(1):154-62.
doi: 10.1111/j.1467-8624.2012.01849.x. Epub 2012 Sep 13.

Systems and cascades in cognitive development and academic achievement

Marc H Bornstein  1 , Chun-Shin Hahn, Dieter Wolke
Affiliations

Systems and cascades in cognitive development and academic achievement

Marc H Bornstein et al. Child Dev. 2013 Jan-Feb.

Abstract

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).

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Figures

Figure 1
Figure 1
Standardized solution for cascade and systems model (N = 552). Numbers associated with single-headed arrows are standardized path coefficients; numbers associated with double-headed arrows are standardized covariance estimates; numbers associated with dependent variables are error variances or disturbance, the amount of variance not accounted for by paths in the model; numbers in parentheses are attenuation-corrected coefficients.
Figure 2
Figure 2
Total effects, direct plus indirect effects, of cognitive domain predictors, child behavior difficulties, and maternal education on adolescent academic achievement in the final systems model (N = 552). Effect estimates are uncorrected standardized coefficients from the final model (Figure 1) and are in absolute values.
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