Early environment and cognitive competence: The Little Rock study

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Abstract
Data from the Longitudinal Observation and Intervention Study (LOIS) were used to examine the relationship between early HOME scores (which measure parental responsivity, acceptance, involvement, provision of toys, variety of stimulation, and organization) in relation to cognitive scores of children at 1, 3, 4½, and 11 years of age. Partial correlations were run methodically to tease out the potential contributions of earlier and later HOME scores to the children's intellective and language functioning. The latter was assessed with the Illinois Test of Psycholinguistic Abilities. No difference in mean level of home stimulation for males or females was found, but there were differences in HOME scores as a function of race, SES, and family configuration. There is substantial relationship between HOME measures in first year of life and children's IQ scores at 3 and 4½ years. The correlations were stronger for white than for blacks. School performance at age 11 was linked to contemporaneous HOME scores, and thus to children's accumulating experiences more than to their early home experiences or their developmental status per se.