PubMed · 6754124
The source did not provide an abstract. Follow the original record for more information.
Explore connections, maps & timelines
K S Holt. Diets and development.. https://doi.org/10.1111/j.1365-2214.1982.tb00281.x
Cite the original work for its findings. Save a collection to share your selection of sources.
KEEP EXPLORING
This study was designed to help clarify some of the circumstances under which young children find it easier to acknowledge a false belief held by another person. In Experiment 1, preschoolers (mean age, 3 years; 11 months) watched a movie in which Ness had previously opened a familiar box in Jon's absence to reveal the stereotypical content, which she proceeded to replace with an atypical item. In a second movie, the box was seen to house an atypical content all along. Half the children watched Ness play the script in a neutral manner, while the rest watched her play it in a deceptive manner. There was a highly significant improvement in acknowledging Jon's false belief when children saw the stereotypical content of the box preliminary to its exchange for something atypical. In contrast, children gained no benefit from the way Ness played the script. The effect was replicated in a second experiment in which children were involved directly in the task. We conclude that presenting a physical instantiation of a false belief helps children to a small but reliable extent to correctly report that belief.
Day-care has long been a controversial aspect of social policy in countries such as the U.K. What evidence is there about the effects of out-of-home day-care on educational, health and welfare outcomes for children and their families? This paper applies to day-care studies, the methodology of the systematic review as pioneered in the health care field, in order to establish the evidence-base for day-care provision. Randomised controlled trials of day-care for pre-school children were identified using electronic databases, hand searches of relevant literature and contacts with authors. A total of 8 trials were identified after examining 920 abstracts and 19 books. All the trials were carried out in the U.S.A. European research on this topic is extensive but we did not identify any studies using trial design. Instead observational, case controlled and cohort studies were prominent. The trials were assessed for methodological quality. Results showed that day-care promotes children's intelligence, development and school achievement. Long-term follow up demonstrates increased employment, lower teenage pregnancy rates, higher socio-economic status and decreased criminal behaviour. There are positive effects on mothers' education, employment and interaction with children. Effects on fathers have not been examined. Few studies look at a range of outcomes spanning the health, education and welfare domains. Most of the trials combined non-parental day-care with some element of parent training or education (mostly targeted at mothers); they did not disentangle the possible effects of these two interventions. The trials had other significant methodological weaknesses, pointing to the importance of improving on study design in this field. There is a need for well designed research on day-care to provide an evidence-base for British social policy.
To assess the efficacy of early intervention (EI) for very-low-birth-weight (VLBW) infants, we evaluated 62 2 year old children who were enrolled in an EI program and 48 control subjects aged 2 years. We determined the subjects' developmental quotients (DQ) and obtained information about the parents' evaluation of the children from a questionnaire sent to the parents. There was no significant difference in the DQ between the EI group and the control group. However, based on the responses to the questionnaire, subjects in the EI group showed slight, but statistically marginally significant, improvements in behavioral problems, especially a decrease in hyperkinesia, in adjusting to a circadian sleep cycle, and an improvement in language development, as compared with the control group (P < 0.1). Thus, EI for VLBW infants is considered useful to enhance some areas of development.