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A longitudinal study of relations between outer-directedness and IQ changes in preschoolers
Child Development
|September 1, 1975
Summary
Preschoolers who were less outer-directed showed IQ gains, while more outer-directed children experienced IQ declines over six months. This suggests outer-directedness impacts cognitive development in early childhood.
Area of Science:
- Developmental Psychology
- Cognitive Development
- Child Psychology
Background:
- Outer-directedness, characterized by seeking external cues, is a behavioral trait observed in children.
- Previous research has explored the relationship between behavioral styles and cognitive development.
Purpose of the Study:
- To investigate if outer-directedness predicts changes in Binet IQ scores in preschoolers over a six-month period.
- To analyze the relationship between specific gaze behaviors during object assembly tasks and cognitive development.
Main Methods:
- Object assembly tasks were administered using the Turnure and Zigler (1964) procedure.
- Outer-directedness was measured by observing glances at the examiner (E) during the tasks.
- Analysis of Covariance (ANCOVA) was used, controlling for Mental Age (MA).
Main Results:
- A significant interaction was found between outer-directedness and changes in Binet IQ.
- Non-outer-directed children demonstrated an increase in IQ scores.
- Outer-directed children exhibited a decline in IQ scores over the six months.
Conclusions:
- Outer-directedness is a significant predictor of cognitive changes in preschoolers.
- Behavioral cues, such as seeking external guidance, may influence intellectual development trajectory.
- Interventions aimed at fostering independent problem-solving may positively impact cognitive growth.