Education and cognitive development: A natural experiment

Author(s): Smith, L., Dowehrensberger, M.

Journal/Book: Develop Psychol. 1995; 31: 750 First St NE, Washington, DC 20002-4242. Amer Psychological Assoc. 789-799.

Abstract: Using an arbitrary cutoff date, school districts regulate which children will begin school. This ''natural experiment'' was used to examine effects of age and schooling-related influences on memory and 3 levels of phonological segmentation in children who just made vs. missed the cutoff. Group comparisons over time permitted assessment of schooling influences and Age X Experience interactions. Short-term memory was enhanced by grade one schooling, with no evidence of an Age X Schooling interaction. For phonological segmentation, both schooling- and age-related influences appeared, with unique patterns for each level of segmentation. The cutoff method proved sensitive to important changes in cognitive skills during this age period.

Note: Article FJ Morrison, Loyola Univ, Dept Psychol, 6525 N Sheridan Rd, Chicago, IL 60626 USA

Keyword(s): KNOWLEDGE; CHILDREN; COMPREHENSION; ACHIEVEMENT; AWARENESS; MEMORY; SPEECH; AGE

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