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INTRODUCTION TO THE ASSESSMENT OF ADOLESCENT AND ADULT INTELLIGENCE
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differences between the groups were due to better early nutrition in treated children. In addition, families of control children received disposable diapers until the child was toilet trained as an incentive for participation. Social work services were made available to both groups as needed. Many children in the control group attended child care centers, some beginning in infancy and others beginning in the preschool years (Campbell et al., in press). The 57 experimental and 54 control infants, all healthy and believed to be free of any biological conditions potentially associated with retardation, were included in one of four cohorts between 1972 and 1977. All 111 infants were identified as high risk based on factors such as maternal education (which averaged grade 10) and family income; mothers were 20 years old, on average, and 53% of the infants were female. IQ was assessed with different instruments at different points in time: Stanford Binet (Terman & Merrill, 1973) at ages 3 4; WPPSI at age 5; WISC-R at ages 6.5, 8, 12, and 15 years; and WAIS-R at age 21. Reading and math were measured with the Woodcock-Johnson Psychoeducational Battery Achievement at ages 8, 12, and 15 years (WJ; Woodcock & Johnson, 1977) and at age 21 years (Woodcock & Johnson, 1989). The sample varied at each age due to attrition (and occasionally to children who returned to the area); at age 15, and again at age 21, the sample was a respectable 104 (53 treatment and 51 control). IQ and Achievement Gains through Age 21 Campbell et al. (in press) report IQ gains from age 3 to 21 years, and achievement gains from age 8 to 21 years, for the treatment sample relative to the control group (data for ages 3 to 15 were also reported in numerous previous publications). The results are phenomenal. The authors utilized a sophisticated analytic procedure (Hierarchical Linear Models) with both the IQ and achievement data to describe the patterns of change over time and to identify the variables associated with the change. However, the effec-
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tiveness of their well-designed and well-controlled longitudinal study is evident by just examining the mean IQ and achievement scores for the treatment and control groups at different points in time (Campbell et al., in press, Table 1). During the preschool years, the treatment group outscored the controls by about 16.5 points (age 3), 12.5 points (age 4) and 7.5 points (age 5). Gains for the treatment group relative to the control sample on the WISC-R were about 4 to 6 points (4 points at age 8, and 6 points at ages 6.5, 12, and 15). At age 21 on the WAIS-R, the gain was still a significant 4.42 points (about .30 SD), with the treatment group earning an average Full Scale IQ of 89.66 versus a value of 85.24 for the controls. Gains on the achievement tests at ages 8 to 21 years for the treatment sample relative to the controls exceeded the IQ gains for those ages. At age 8, the gain was almost 9 points, and it leveled off to about a constant 6 points (.40 SD) for ages 12, 15, and 21. For math, the gains were about 5 points at ages 8, 12, and 21, and nearly 7 points at age 15. According to Cohen (1977), effect sizes of at least .25 have practical, educational significance. All of the effect sizes at ages 3 21 for IQ and ages 8 21 for achievement exceeded .25, as did the effect sizes computed by Campbell et al. (in press) for other comparisons between treatment and control subjects based on a diversity of sophisticated analyses. The very large gains in IQ at ages 3 and 4 may have been spuriously high because of the use of the highly verbal Stanford-Binet with children whose treatment stressed language development. However, the gains of about 4 to 6 IQ points on the WISC-R and WAIS-R, and about 5 to 7 standard-score points on Woodcock-Johnson reading and math, which maintained throughout childhood, adolescence, and young adulthood, are a testimony to the intellectual and academic gains that resulted from an intensive and carefully conceived early childhood intervention program. And, more importantly, they illustrate the malleability of cognitive ability. For a more detailed study of the IQ and achievement gains, as well as the factors that me-
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