Environmental Effects on Cognitive Abilities 1st Edition by Robert Sternberg, Elena Grigorenko 0805831835 9780805831832

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ISBN 10: 0805831835

ISBN 13: 9780805831832

Author: Robert J. Sternberg, Elena L. Grigorenko

It sometimes seems that it is difficult to pick up a current newspaper or a magazine without it containing a story about some behavioral characteristic for which it has been found that a gene is responsible. Even aspects of behavior that one would feel certain are environmentally controlled are now being attributed in part to the effects of the genes. But genes never act alone: Their effects are always filtered through the environment. The goal of this volume is to discuss how the environment influences the development and the maintenance of cognitive abilities. It is a successor to the editors’ 1997 volume, Intelligence, Heredity, and Environment, and a companion to their new volume, Family Environment and Intellectual Functioning: A Life-Span Perspective. Taken together, the two-volume set comprises the most comprehensive existing work on the relation between the environment and cognitive abilities. Psychologists, parents, social workers, educators, and employers are all likely to find this book of interest.

Environmental Effects on Cognitive Abilities 1st Table of contents:

I General Issues
1 Caste Status and Intellectual Development
The Relationship Between Intelligence and IQ
Conventional Definitions
An Alternative “Intelligence”?
Amplifiers of Intelligence
Cultural Amplifiers
Cultural Transmitters of Adaptive Intellectual Skills
Ecocultural Context of IQ Tests
Caste Stratification
Social Class Stratification
Racial Stratification
Involuntary Minority Status
Caste Status, Minority Status, and Cognitive Development
Black Americans, Involuntary Minority Status And IQ
Conclusions
Acknowledgment
References
2 Family Matters: A Systems View of Family Effects on Children’s Cognitive Health
Families Are Organized Systems
Family Balance
Family Subsystems
Family Practices and Representations
Family Practices
Family Representations
Integrating Family Practices and Representations
Acknowledgment
References
3 Socioeconomic Status, Multiple Risks, and Development of Intelligence
Socioeconomic Status and Intelligence: Basic Facts
Implications of SES-lntelligence Association
Definitional Issues Regarding Ses and Intelligence
Defining Intelligence
Operational Versus Conceptual Definition of Intelligence
Unitary Intelligence Versus Multiple Intelligences
Heritability and Malleability of Intelligence
Developmentally Changing Functions in the Assessment of Intelligence
Definition of SES
How Should we Understand the Association of Intelligence and Ses
Intelligence Has Driven a Merit-Based Sorting Into Social Classes
Contextual Factors Covarying With Social Class Influence Intelligence
Intelligence Derives From A Dynamic Interplay of Individual and Contextual Factors
Historical Factors in the Measurement of Intelligence
Socioeconomic Status as a Marker: Generalization to Multiple Risks
Conclusion and Commentary
Some Noticeable Trends
A Look to the Future
Acknowledgment
References
4 Intelligence and Experience
Early Experience Paradigm
Early Intervention Research as a Crucial Test of the Early Experience Paradigm
Race, Education, and Intelligence
Social Class as a Risk Factor for Intellectual Development
Intellectual Development and Social Risk Mechanisms
Language and Intellectual Development
A Theory of Early Intervention
Can Intellectual Development be Enhanced?
The Logic of Early Intervention
Criteria for the Success of Early Intervention Programs
Biosocial Developmental Contextualism as a Guiding New Conceptual Framework
Psychosocial Developmental Priming Mechanisms
Empirical Evidence I: Short-Term Results From Randomized Trials Of Early Intervention
Early Intervention Programs
Infancy
Home Visiting Programs
Center-Based Early Childhood Education Programs
Home-Visiting and Center-Based Programs
Early Intervention Programs: Preschool Years.
Birth to Age 3 Results
Ages 3 to 5 Years Results
Empirical Evidence II: Long-Term Results
IQ Results
Academic Achievement Results
Empirically Established General Principles of Early Intervention
Contemporary Research Needs and Policy Issues
References
II Public and Personal Health Issues
The Role of Nutrition in Intellectual Development
Protein-Energy-Malnutrition
Prevalence
Effects of Acute Episode of Severe Malnutrition
Long-Term Effects of Acute Malnutrition on Intellectual Development.
The Role of Environment
The Effects of Stunting and Wasting on Intellectual Development
Intervention Studies
Interventions With Undernourished Children
Conclusions From Intervention Studies
Malnourished Children’s Increased Vulnerability
Critical Period
Mechanism
Implications
Breastfeeding
Problems With Studies on Breastfeeding
Studies of Development
Conclusion
Iron Deficiency
Mechanisms
Observational Studies
Treatment Trials With School-Aged Children
Treatment Trials in Children Under Two Years
Conclusions From Treatment Trials of Anemic Children
Preventive Trials
Conclusions From Studies on Iron Deficiency
Iodine Deficiency
Introduction, Prevalence and Epidemiology
Manifestations of Iodine Deficiency
Observational Studies
Iodine Supplementation in Pregnancy
Iodine Supplementation in Childhood
Mechanisms
Conclusions
Policy Implications
Zinc Deficiency
Short-Term Hunger
Introduction
Prevalence of Short-Term Food Deprivation
Mechanisms
Laboratory Studies
Experimental Studies of Providing Breakfast in Schools
Conclusions from Review
References
6 Environmental Pollutant Exposures and Children’s Cognitive Abilities
Inorganic Lead
High Dose Exposure
Low Dose Exposure
Methyl Mercury
High-Dose Exposure
Low-Dose Exposure
Polychlorinated Biphenyls
High-Dose Exposure
Low-Dose Exposure
Pesticides
Other Environmental Exposures
Conclusion
References
7 Prenatal Drug Exposure and Cognitive Development
Methodologic Issues in Studies of Prenatal Drug Exposure
Prenatal Alcohol Exposure
Prenatal Opiate Exposure
Prenatal Marijuana Exposure
Prenatal Cocaine Exposure
Postnatal Substance-Abusing Environment
Conclusions
References
8 The Impact of Infectious Disease on Cognitive Development
Prior Research on Effects on Cognitive Functioning
Experimental Design
Diseases that Directly Affect the Central Nervous System (CNS)
Encephalitis, Including Herpes Simplex Encephalitis
Meningitis
Cerebral Malaria
The Human Immunodeficiency Virus and the Acquired Immune Deficiency Syndrome (HIV and AIDS)
The Picture in Aduits
Studies of Infants and Young Children Infected by Vertical Transmission
Studies on Infants and Young Children With Mothers Infected Solely Through Heterosexual Transmission
Studies on Older, Vertically Infected Children
Studies Comparing Older Children Infected by Differing Routes
Effects of Drug Treatments for HIV
Lyme Disease
Diseases That Do Not Directly Infect The CNS
Parasitic Helminth Infections
Effects on Cognitive Functioning
Effects on School Performance
Interactions With Other Factors
Chronic Fatigue and Postinfectious Fatigue Syndrome
Colds and Flu
Febrile Convulsions
Otitis Media
Studies of Infants and Younger Children
Interactions With Developmental Delay
Studies of Older Children
General Summary
Mediating Factors in the Impact of a Disease on Cognitive Development
The Relationship Between Etiology and Symptoms
The Impact of the Environment
The Aspects of Cognitive Functioning That Are Affected
Summary and Future Directions
9 The Invisible Danger: The Impact of Ionizing Radiation on Cognitive Development and Functioning
Evidence from Animal Studies
Fetal Irradiation
Postnatal Irradiation
Evidence from Medical Studies Involving Radiation
Evidence from Disaster Studies
Direct Impacts of Irradiation
Continuous Low-Dose Irradiation.
Indirect Impacts of Irradiation
Summary
References
III Work Environments
10 Schooling and Cognitive Development
Focus of Inquiry
Chapter Overview
Cognitive Growth in Elementary School Children: Nature or Nurture?
Correlational Studies
Schooling and Intelligence
Summer Vacation
Cross-Cultural Studies
Quasi-Experimental Designs
Extended-Year Schooling
Birthdate Studies
A Cohort-Sequential Analysis.
Regression Discontinuity Design.
School Cutoff Investigations
Findings From Cutoff Studies.
Four Views of the Influence of Schooling
1 Schooling Enhances Verbal-Linguistic Skills to the Exclusion of, or Even to the Detriment of, Visuospatial Skills
2 Relationship Between Instructional Emphasis and Learning
3 Schooling Enhances Those Cognitive Skills That Are Important for Success in School But Does Not Change General Thinking Ability
4 A Biocultural Perspective
Evaluating the Hypotheses
1 Schooling Enhances Verbal-Linguistic Skills to the Exclusion of, or Even to the Detriment of, Visuospatial Skills
2 Relationship Between Instructional Emphasis and Learning
3 Schooling Enhances Those Cognitive Skills That Are Important for Success in School But Does Not Change Thinking in Any Deep or General Way
4 Biocultural Perspective
Summary
Conditions of Transfer
Part Two: Practical Issues
Literacy and Illiteracy in America
Sources of Early Individual Differences
Child Factors
Family Factors
Sociocultural Factors
Toward a More Dynamic Framework: Pathway Analysis
Implications for Understanding Schooling Effects
Conclusions and Implications
References
11 Family Environments and Adult Cognitive Functioning
The Seattle Longitudinal Study
Methods
Subjects and Procedure
Measures
Analyses
Results of the Family Studies
Family Similarity in Cognitive Performances
Perceptions of Family Environments
Family Environments and Cognitive Performance
Proportions of Individual Differences Accounted for by Familial Influences, Shared Early Environment, Unique Early Environment, and Current Environment
Conclusions and Implications
Acknowledgments
References
12 The Intellectual Effects of the Demands of the Work Environment1
The Kohn-Schooler Studies on the Psychological Effects of Occupational Conditions
The Cognitive Effects of Susbantively Complex Work in Older Workers
Cognitive Effects of Nonpaid Work
Conclusion
References
IV Conclusions
13 Sociohistorical Changes and Intelligence Gains
The Sociohistorical Perspective
Changes in Intelligence Over The 20th Century
Sociohistorical Change During the 20th Century and Intelligence
Framework for Studying Intelligence Gains
Changes in Environmental Conditions
Educational Context
Work Context
Family-Leisure Context
Bioenvironmental Conditions
Conclusions
14 Epilogue: Is There a Heredity-Environment Paradox?
Individual-Difference Versus Stimulus-Difference Analysis
Why Do We Focus on Individual Differences?
Starting with Environmental Independent Variables Versus Starting with Score-Based Dependent Variables

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