Tobias Rolfes
Interpretation of Quantities Displayed in Pictorial Charts
Frontiers in psychology
abstract highrisk infants initially enrolled abecedarian project longitudinal prospective study benefits early childhood educational intervention within child care setting followed young adults age 21 years one hundredeleven infants original sample 104 took part follow treatment provided 2 phases preschool primary grades participants received either phases 1 neither assignment groups random preschool treatment group earned significantly higher scores intellectual academic measures young adults attained significantly years total education likely attend 4year college showed reduction teenaged pregnancy compared preschool controls preschool treatment associated educationally meaningful effect sizes reading math skills persisted adulthood schoolage treatment served maintain preschool benefits reading effects generally weaker preschool program statistically significant differences attainment full economic independence found stage would expected among young adults still attending school incidence selfreported violence lawbreaking significantly reduced although trends data favored treated group reported incidence marijuana use significantly less among treated individuals positive findings respect academic skills increased years postsecondary education support policies favoring early childhood programs poor children