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Abstract

The training of intelligence is considered as a component of early interventions. First, major operational indicators of intelligence are examined. Then several representative early interventions of the past 15 years (Head Start, the Milwaukee Project, Lazar's developmental continuity consortium, and the Harvard Preschool Project) are briefly described in terms of their impact on intelligent behavior. The Home-Oriented Preschool Education (HOPE) experiment is examined, and a currently in-progress long-term follow-up study of it is described. New findings are also reported to highlight the particularly favorable impact of HOPE on the functioning of rural preschool children of low ability level. Preliminary results of HOPE's follow-up study are presented for (a) retention in grade and (b) intrapsychic adjustment and interpersonal coping ability. These results are confirming the enduring effects of HOPE up into grades 5 to 9 for children who participated in the study when they were 3-, 4- and 5-year-olds. Forthcoming findings are indicated for parents and younger siblings of the HOPE sample. Finally, some future trends are projected for early interventions, based upon current trends and the state of the art.

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The Training of Intelligence as a Component of Early Interventions: Past,Present,and Future1

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