Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
International Journal of Behavioral Development
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Web of Science (6)
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Molfese, V. J.
Right arrow Articles by Acheson, S.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Infant and Preschool Mental and Verbal Abilities: How Are Infant Scores Related to Preschool Scores?

Victoria J. Molfese

Southern Illinois University at Carbondale, USA

Shawn Acheson

Southern Illinois University at Carbondale, USA

The present study examined two different systems for creating subscales for the Bayley Mental Development Index. The purpose was to determine how performance on Bayley MDI subscales at 1 and 2 years of age is related to performance on the Standford-Binet IV at 3 through 5 years of age. The purpose was also to determine how the correlations for global and specific skill scores change as time intervals between assessment points increase. The results show that first year MDI and subscale scores were weak correlates of two-year MDI and subscale scores and preschool scores on the Stanford-Binet. Stronger correlations were found between two-year scores and Stanford-Binet IQ and Verbal Reasoning scores. The data show similar stabilities between the measures of global functioning (MDI and IQ), and between early and later measures of verbal abilities beginning after 2 years of age.

International Journal of Behavioral Development, Vol. 20, No. 4, 595-607 (1997)
DOI: 10.1080/016502597385072
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 First LanguageHome page
M. L. Laakso, A. M. Poikkeus, K. Eklund, and P. Lyytinen
Interest in early shared reading: Its relation to later language and letter knowledge in children with and without risk for reading difficulties
First Language, October 1, 2004; 24(3): 323 - 345.
[Abstract] [PDF]