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Intellectual and Academic Functioning in Children with Growth Delay

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Abstract

The relationship between intelligence and academic achievement of children with significant growth delay and subsequent short stature has been investigated in the United States and abroad for almost three decades. Investigators have generally agreed that a substantial minority of growth-delayed children have problems learning in school although theories explaining academic underachievement are conflictive. Specifically, the high incidence of academic failure has been explained in the literature by three conflicting theories: the cognitive underfunctioning theory, the low ability theory and the cognitive deficit theory (Siegel, 1982).

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Authors
  1. Patricia T. Siegel
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Editors and Affiliations

  1. Departments of Psychology and Pediatrics, Tulane University, New Orleans, Louisiana, 70118, USA

    Clarissa S. Holmes

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© 1990 Springer-Verlag New York Inc.

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Siegel, P.T. (1990). Intellectual and Academic Functioning in Children with Growth Delay. In: Holmes, C.S. (eds) Psychoneuroendocrinology. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3306-0_3

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  • DOI: https://doi.org/10.1007/978-1-4612-3306-0_3

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4612-7960-0

  • Online ISBN: 978-1-4612-3306-0

  • eBook Packages: Springer Book Archive

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