ABSTRACT
The analysis of intelligence test results for school-age children reported by, it was concluded that "mean socioeconomic status (SES) differences were largest for verbal items and smallest for picture, geometric-design, and stylized-drawing items". Historically, however, the available information across experimentally adequate early intervention programs has been IQ scores. It reviews results of intellectual assessments of children that have been conducted to evaluate various early intervention programs that were designed to enhance intellectual development in high-risk lower SES children. Tests of IQ are highly relevant to the projects because general intelligence is what they sought to influence and IQ tests are the best measure of general intelligence that developed for young children. The empirical literature six psychosocial mechanisms associated with neurodevelopmental changes in the status of children and adults pertinent to cognitive, linguistic, social, and emotional outcomes. The Perry Preschool Project earned academic achievement scores between the 15th and 17th percentiles and their controls earned scores below the 10th percentile.
