The Abecedarian Program was more successful than other preschool compensatory programs in fostering long-term success most likely because of all of the following except
a. it began at age 2 and continued through age 5.
b. children attended all year long, not just during the school year.
c. it had a low student-to-teacher ratio that allowed the staff to individualize instruction.
d. about half the participants received school-age intervention from kindergarten through grade 3.
Question 2The long-term effects of preschool compensatory education programs have been found to ___ when no booster programs following these programs were used.
a. strongly persist c. gradually be lost
b. essentially be insignificant d. immediately be lost
Question 3Most compensatory education programs of the latter half of the 20th century shared the following things in common except
a. they had low student-teacher ratios.
b. language was emphasized.
c. children were taught problem-solving skills and strategies that would be useful in school.
d. children were taught problem-solving skills and strategies that would be useful at home.
Question 4The occurrence in which multiple risks persisting over many years add up, resulting in children who display deficits in social, emotional, and cognitive functioning is called
a. the cumulative deficit effect. c. the Pygmalion effect.
b. the Flynn effect. d. the Matthew effect.
Question 5Nelson proposed that children in the most deprived institutionalized environments are cognitively impaired for all of the following reasons except
a. they do not have species-typical experiences.
b. their brain have elevated levels of glucose metabolism.c their brains may lose too many neurons and synapses.
c. they have a reduction in cortical brain activity.
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