title: The value of reanalysis and replication: introduction to special section.
abstract: In their 2007 article in this journal, Duncan et al. examined 6 longitudinal data sets to gauge the links between 3 key elements of readiness at school entry (academic, attention, and socioemotional skills) and later achievement. Across all 6 data sets, the strongest predictors of later achievement were school-entry math, reading, and attention skills. Social skills and internalizing and externalizing behavior did not predict subsequent achievement, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and were not moderated by socioeconomic status. The 5 articles in this section reconsider the original findings and reanalyze the data involved. Overall, the thrust of these articles confirms the original article. The articles in this section, however, do offer some new insights. In general, the articles find somewhat more support for socioemotional factors, especially for prosocial skills, but the relationships involved are very small. Perhaps the most striking new finding is the added emphasis on fine motor skills, which is the focus of 2 articles. Taken together, the articles reveal the value of reanalysis and replication in developmental psychology.
authors.affiliation: Gillings School of Global Public Health, University of North Carolina, Chapel Hill, NC 27599-7445, USA. emfoster@unc.edu
authors.forename: E Michael
authors.initials: EM
authors.lastname: Foster
mesh_terms: D000124:Achievement; D001288:Attention; D002648:Child; D002652:Child Behavior; D002657:Child Development / Q000502:physiology*; D005260:Female; D006801:Humans; D008297:Male; D011932:Reading; D012919:Social Behavior; D012923:Social Class; D013223:Statistics as Topic