Abstract
JACOBSON, LEONARD I., and GREESON, LARRY E. Effects of Systematic Conceptual Learning on the Intellectual Development of Preschool Children from Poverty Backgrounds: A Follow-up Study. CHILD DEVELOPMENT, 1972, 43, 1111-1115. A follow-up investigation of preschool children from poverty backgrounds who participated in a 20-hour systematic conceptual learning program was conducted 14 months after program completion. The participants were trained initially under 1 of 3 experimental conditions that differed in the method and amount of information presented. In the followup study, 27 of the 36 original participants were reevaluated with the Stanford-Binet. It was found that most of the initial gains in IQ resulting from program participation were retained. Degree of retention was related to original experimental condition and initial IQ level.
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