Abstract
Many studies have indicated that children’s performance on intelligence or achievement tests varies with family constellation factors such as number of children in the family, spacing between children, and the birth order of the child (Belmont & Marolla, 1973; Belmont, Stein, & Susser, 1975; Dandes && Dow, 1969; Davis, Cahan, & Bashi, 1976; Kellaghan & MacNamara, 1972; Kennett & Cropley, 1970; Marjoribanks, Walberg, & Bargen, 1975; Zajonc, 1976; Zajonc & Markus, 1975) as well as with socioeconomic status (SES) of the parents (Laosa, chapter 1; Lesser, Fifer, & Clark, 1965; Mumbauer & Miller, 1970; Thomas, 1971; Tulkin, 1968). In general it has been found that children from small families, families with large spacing between children, first-born children, and middle- or upper-class children perform better than other children on tests of intellectual ability.
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McGillicuddy-DeLisi, A.V. (1982). The Relationship between Parents’ Beliefs about Development and Family Constellation, Socioeconomic Status, and Parents’ Teaching Strategies. In: Laosa, L.M., Sigel, I.E. (eds) Families as Learning Environments for Children. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-4172-7_9
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DOI: https://doi.org/10.1007/978-1-4684-4172-7_9
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