title: Systems and cascades in cognitive development and academic achievement.
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).
authors.affiliation: Eunice Kennedy Shriver National Institute of Child Health and Human Development. Marc_H_Bornstein@nih.gov
authors.forename: Marc H
authors.initials: MH
authors.lastname: Bornstein
authors.forename: Chun-Shin
authors.initials: CS
authors.lastname: Hahn
authors.forename: Dieter
authors.initials: D
authors.lastname: Wolke
mesh_terms: D000293:Adolescent; D041923:Adolescent Development / Q000502:physiology*; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology; D002675:Child, Preschool; D003071:Cognition / Q000502:physiology*; D004522:Educational Status; D005260:Female; D006185:Habituation, Psychophysiologic / Q000502:physiology; D006801:Humans; D007223:Infant; D007360:Intelligence / Q000502:physiology*; D008137:Longitudinal Studies; D008297:Male; D008423:Maternal Age; D009035:Mothers / Q000523:psychology*; D016487:Parenting / Q000523:psychology; D013694:Temperament / Q000502:physiology; D014888:Wechsler Scales