Craig Ramey - Academia.edu (original) (raw)

Papers by Craig Ramey

This progress report describes the subjects, program and curriculum development, and collected ps... more This progress report describes the subjects, program and curriculum development, and collected psychological and medical data of the Carolina Abecedarian Project, an intervention program, begun in 1972. The purpose of this project is to bring together a multidisciplinary tear of researchers to demonstrate that the developmental retardation of disadvantaged children can be prevented, and to explain how various psychological and biological processes are affected by such preventive attempts. Subjects are selected from

Columbia University Press eBooks, Dec 31, 1982

PubMed, May 1, 1979

The effects of early educational treatment upon the components of psychological development of ch... more The effects of early educational treatment upon the components of psychological development of children at high risk for sociocultural retardation were examined in 50 children. Twenty-six children attended, from infancy, a day-care center where educational treatment in the form of systematic curriculum was provided; 24 control children were educationally untreated. The McCarthy Scales of Children's Abilities were administered to both groups at 42 months of age. The educationally treated group's scores were superior to the educationally untreated group on the Verbal, Perceptual-Performance, Quantitative, and Memory Scales but not on the Motor scale. Early education appeared to improve the children's ability to attend to, comprehend, and carry out abstract and complex tasks.

Child Development, Oct 1, 1984

Debates regarding the plasticity of intelligence are often fired by a confusion between 2 distinc... more Debates regarding the plasticity of intelligence are often fired by a confusion between 2 distinct realms of development, that is, between developmental functions (e.g., a group's average IQ over time) and individual differences (e.g., the relative rank ordering of individual IQs within a group). Questions concerning the stability of these 2 realms are statistically independent. Thus there are 2 kinds of intellectual plasticity, and there may be no developmental convergences between them. In the present study, data from an early intervention program were used to investigate the 2 kinds of plasticity separately and to examine certain possible convergences between them. The program involved children at risk for developmental retardation who were randomly assigned at birth to 2 rearing conditions (i.e., educational daycare vs. no educational intervention) and whose intellectual development was then studied longitudinally to 4 years of age. Our findings indicate that developmental functions are moderately alterable through systemic early education, particularly after infancy, whereas individual differences are moderately stable, again particularly after infancy. They also indicate that the 2 kinds of plasticity are independent; the alteration of developmental functions through daycare affects neither the stability nor the determinants of individual differences. We discuss the implications that these findings have for current models of mental development, for the nature-nurture debate, and for arguments concerning the efficacy of early intervention programs.

PubMed, Jul 1, 1975

Home environments of 30 infants at high-risk for developmental retardation were compared with tho... more Home environments of 30 infants at high-risk for developmental retardation were compared with those of 30 infants from the general population (matched for age, sex, and parity) by means of the Home Observation Measurement of the Environment. Fifteen high-risk infants attended a day-care intervention program; 15 did not. The Home Observation for Measurement of the Environment showed significant differences (ps less than .001) between the high-risk groups and the general population, favoring the general population, on all factors (maternal-warmth, absence of restriction and punishment, organization of the environment, appropriate toys, maternal involvement, and opportunities for variety) but none between the two high-risk groups.

Early Childhood Research Quarterly, Jun 1, 1991

Primary goals of this study were to determine: (1) whether a child-centered educational preschool... more Primary goals of this study were to determine: (1) whether a child-centered educational preschool program and/or a parent-centered early elementary educational intervention program for disadvantaged children had effects on the nild rearing beliefs and values of parents; and (2) whether parents' child rearing beliefs and educational values were related to children's academic achievements in early elementary school. Subjects were 83 low-income parents whose children were judged to be at risk for academic problems associated with mild mental retardation. Children from the at-risk subjects' kindergarten classes were randomly chosen to provide a local population comparison group. The preschool intervention consisted of a systematic program that provided intellectual stimulation for infants and preschoolers in z, day care setting. The school-age intervention consisted of supplementary learning activities that parents could implement with their children and that were delivered in biweekly home visits of a home-school resource teacher. Findings indicated that mothers of at-risk children in the preschool intervention group scored lower than other mothers on traditional beliefs. Such parental beliefs were negatively correlated with children's achievement in reading. Parents of at-risk children differed from control group parents in beliefs and values. Maternal IQ and authoritarian beliefs may both be implicated in differences in parenting style which impact children's language development and eventual literacy. References number 34. (RH)

APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...

ICPSR Data Holdings, Dec 8, 2004

Child Development, Dec 1, 1973

... RAMEY, CRAIG T.; CAMPBELL, FRANCES A.; and NICHOLSON, JANET E. The Predictive Power of the Ba... more ... RAMEY, CRAIG T.; CAMPBELL, FRANCES A.; and NICHOLSON, JANET E. The Predictive Power of the Bayley Scales of Infant Development and the ... The psychological basis for using preschool enrichment as an antidote for cul-tural deprivation in the disadvantaged child. ...

Journal of Genetic Psychology, Mar 1, 1976

Intelligence, Jul 1, 1990

The effects of early educational intervention upon socioeconomically disadvantaged children's att... more The effects of early educational intervention upon socioeconomically disadvantaged children's attainment of the cognitive stage of concrete operations was assessed using the Concept Assessment Kit-Conservation (CAK). The test was administered longitudinally to 86 Iow-SES children at ages 5, 6, and 7, and to random cross-sectional samples of more advantaged classmates at the same ages. Low-SES children who had early educational intervention developed the ability to conserve earlier than those without intervention, the order of difficulty for the different concepts was similar in all groups. The proportion of nonconservers in the Iow-SES intervention group did not differ significantly from that of their more advantaged peers in the first and third years in early elementary school, but Iow-SES Control children were more likely to be nonconservers. Scores on the CAK were significantly correlated with those on the Wechsler Intelligence Scale for Children-Revised; correlations with the Verbal IQ were higher than those with Performance IQ. The CAK improved prediction of mathematics achievement above that possible with the WISC-R alone, but did not improve prediction for reading. In Piaget's theory of cognitive development the ability to conserve marks the change from the preoperational stage to the stage of concrete operations. A child who conserves recognizes the invariance of such properties as number, space,

The School Review, Feb 1, 1979

Page 1. Compensatory Education for Disadvantaged Children CRAIG T. RAMEY AND FRANCES A. CAMPBELL ... more Page 1. Compensatory Education for Disadvantaged Children CRAIG T. RAMEY AND FRANCES A. CAMPBELL University of North Carolina at Chapel Hill Poverty is expensive. Moreover, the costs of poverty go far beyond the immediate loss of revenues to the state. ...

PubMed, Mar 1, 1984

Longitudinal mental test scores for 54 educationally treated disadvantaged preschool children at ... more Longitudinal mental test scores for 54 educationally treated disadvantaged preschool children at high-risk for nonbiologically based mild mental retardation and 53 control children were compared. The educationally treated children were in a child-centered prevention-oriented intervention program delivered in a daycare setting from infancy to age 5. Language, cognitive, perceptual-motor, and social development were stressed. Children were examined with age-appropriate tests of development at 6, 12, 18, 24, 30, 42, 48, and 54 months of age. Beginning at 18 months, and on every test occasion thereafter, educationally treated children significantly outscored control group children on mental tests; treated children consistently scored at the national average whereas control children's scores declined from the average level at 12 months to below average at 18 months and thereafter. Implications of the results for early intervention were discussed.

American Educational Research Journal, Dec 1, 1995

Long-term intellectual and academic benefits related to early childhood educational intervention ... more Long-term intellectual and academic benefits related to early childhood educational intervention were found in a sample of students from low-income families (98% African American). The subjects were randomly assigned to preschool and school-age treatment conditions in a study design that permits a comparison of outcomes in students with preschool treatment followed by early elementary treatment (infancy–8 years), preschool treatment only (infancy–5 years), early elementary school treatment only (5 years–8 years), and untreated controls. At age 15, seven to ten years after any treatment was provided, those students who had preschool treatment scored significantly higher on individually administered tests of reading and mathematics and had fewer instances of grade retention and assignments to special education. The results support the relative efficacy of preschool treatment over that given in early elementary school. Policy implications stress the importance of providing high quality early childhood environments for impoverished children.

Child Development, Apr 1, 1994

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, a... more JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact

Infant mental health journal, 1981

ABSTRACT The Functional Maternal Concern of mothers for their infants was assessed (with an Index... more ABSTRACT The Functional Maternal Concern of mothers for their infants was assessed (with an Index derived from Caldwell's Home Observation for the Measurement of the Environment.) when 36 children, heterogeneous with respect to social status, were 6- and 18-months-old. Scores on this Index were related to the mother's IQ and education, as well as to certain temperamental characteristics of the children: cooperativeness and happiness. The Index proved stable over the time period of 6 to 18 months and yielded better predictability of Stanford Binet scores at 48 months than the Bayley Infant test scores. Moreover, there appears to be a minimal level of maternal concern needed to facilitate the child's development which seems to be especially important for the second year of life.

Child Development, Sep 1, 1977

... a white male graduate student, unfamiliar to the children) sat di-rectly across the room from... more ... a white male graduate student, unfamiliar to the children) sat di-rectly across the room from where the child was initially placed by the experimenter; the child's mother and the teacher sat on either side. Left-right positions of the mother and teacher were counterbalanced across ...

Child Development, Sep 1, 1979

Longitudinal observations of maternal and infant characteristics were used to investigate the con... more Longitudinal observations of maternal and infant characteristics were used to investigate the consequences of early day-care intervention for infants at high risk for intellectual retardation due to sociocultural factors. High-risk infants and their mothers were compared on social and intellectual characteristics with a control group not enrolled in an intervention program and with a random sample of mother-child dyads from the general population. Results from group comparisons indicated that mothers of high-risk infants in a day-care intervention group interacted with their infants in ways quite similar to mother of high-risk infants who were not enrolled in the intervention program. Both high-risk groups differed from the general population of mothers on interaction and attitudinal measures. Changes across time on the measures taken were roughly parallel from all three groups. Multiple regression analyses using maternal variables and mother-infant interactional variables to predict 36-month Stanford-Binet scores for the high-risk samples indicated that children&amp;#39;s intelligence was predictable from previous maternal behaviors and attitudes, particularly for the control group, and that early day-care intervention apparently had altered the predictiveness of some maternal factors.

Cambridge University Press eBooks, Aug 23, 2010