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This review summarizes literature dealing with child-rearing practices that influence cognitive development. The 3 major aspects of the literature considered are: (1) studies that attempt to relate measures of the child's cognitive ability to particular parental rearing practices, (2) rearing practices characteristic of various social class levels as related to cognitive performance of children from those social classes, and (3) experimental attempts to enhance cognitive skills in the very young child by specialized training techniques. Despite increasing interest in this area, systematic research concerned with specific rearing practices as they affect particular cognitive skills is only beginning to become available.
Freeberg et al. (Wed,) studied this question.