Cognitive changes in the adolescent slow learner

This investigation tends Co support the Clarke hypothesis that subjects from “adverse” environments arc likely to show greater cognitive growth than persons from “less adverse” homes. However, the present study indicates that increments in cognitive growth are not necessarily dependent on removal from the “adverse” environment. Explanation may involve maturation, in the form of secondary and compensatory growth, and change from school to work environments. Because of large increments in intelligence in children from “less adverse” homes leaving comprehensive schools there may be reason to suggest that school environment may play an important though at present limited role in cognitive development.