Doris Cadigan
Biographic Data
| ID | 140735 |
|---|---|
| NAME | Doris Cadigan |
| GIVEN NAMES | Doris |
| FAMILY NAME | Cadigan |
| SIGNATURE | CADIGAN D |
| AFFILIATIONS | University of Maryland |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 1989 |
| H-INDEX | 3 |
Medication Use and Functional Decline among Community-Dwelling Older Women
This prospective study evaluates the relationship between the number of prescription and over-the-counter medications used in community-dwelling aged women and changes in mental, physical, and instrumental functioning. Data are derived from two in-home interviews (one year apart) of 609 women 65 years or older identified through a random sample of households in a 20-contiguous census tract area of Baltimore, Maryland. After controlling for age, e…
Community Resources and Mental Health of Older Women Living Alone
The relationship between community resources and mental health was examined in a community sample of 807 women 65 years and older. Results indicate that those living alone are no more depressed or cognitively impaired than those in other living arrangements, but they are less likely to believe someone will be available to assist them for a long or short time or in an emergency. In addition, those living alone who have more neighbors and more chil…
A Social Psychological Model of the Schooling Process Over First Grade
Children's experiences during the first grade, as they pass through a key life-cycle transition, are an especially critical but generally neglected period in the sociology of development. This paper examines the process of educational achievement for a birth cohort of Baltimore children followed prospectively over their first-grade year. Employing a social-psychological model of the early schooling process, the analysis identifies some of the per…
Kindergarten Experience: Cognitive Effects or Socialization
This paper employs a large representative sample of Baltimore first graders to examine effects of the amount of children’s kindergarten experience on their first-grade performance. More kindergarten leads to some early positive effects on cognitive status (fall California Achievement Test [CAT] scores, first marks in reading and math), more noticeably for black children than for white. There are some year-end effects of more kindergarten on boys’…
Getting Ready for First Grade: Standards of Deportment in Home and School
Research on academic socialization has emphasized the importance of experiences in the home and school for shaping the course of academic development. Rarely, though, has research considered whether consistency or congruence of socialization experiences in these two settings is especially beneficial (or, conversely, whether inconsistencies are especially detrimental). The present study examines standards of deportment held by parents and classroo…
Children who do Exceptionally Well in First Grade
Children's progress in the early years of school is thought to be important for understanding their later achievement, but most sociological research carried out at the primary level skirts a broadly inclusive accounting of the social and personal processes that underlie early achievement. The study reported in this article aimed to fill part of that gap. It used a modified school process model to examine factors that contribute to unexpectedly l…
The Schooling Process in First Grade: Two Samples a Decade Apart
This paper presents parallel estimates of structural equation models to explain children’s educational attainment over first grade. One set of estimates is based on a 3-school sample drawn in 1971–77. The other set of estimates is based on a 20-school sample drawn in 1982–83. The evidence suggests that, within reasonable limits, results are comparable. The models capture some of the social influences that shape children’s academic marks and, to a…
Community Resources and Mental Health of Older Women Living Alone
The relationship between community resources and mental health was examined in a community sample of 807 women 65 years and older. Results indicate that those living alone are no more depressed or cognitively impaired than those in other living arrangements, but they are less likely to believe someone will be available to assist them for a long or short time or in an emergency. In addition, those living alone who have more neighbors and more chil…
The Schooling Process in First Grade: Two Samples a Decade Apart
This paper presents parallel estimates of structural equation models to explain children’s educational attainment over first grade. One set of estimates is based on a 3-school sample drawn in 1971–77. The other set of estimates is based on a 20-school sample drawn in 1982–83. The evidence suggests that, within reasonable limits, results are comparable. The models capture some of the social influences that shape children’s academic marks and, to a…
A Social Psychological Model of the Schooling Process Over First Grade
Children's experiences during the first grade, as they pass through a key life-cycle transition, are an especially critical but generally neglected period in the sociology of development. This paper examines the process of educational achievement for a birth cohort of Baltimore children followed prospectively over their first-grade year. Employing a social-psychological model of the early schooling process, the analysis identifies some of the per…
Kindergarten Experience: Cognitive Effects or Socialization
This paper employs a large representative sample of Baltimore first graders to examine effects of the amount of children’s kindergarten experience on their first-grade performance. More kindergarten leads to some early positive effects on cognitive status (fall California Achievement Test [CAT] scores, first marks in reading and math), more noticeably for black children than for white. There are some year-end effects of more kindergarten on boys’…
Medication Use and Functional Decline among Community-Dwelling Older Women
This prospective study evaluates the relationship between the number of prescription and over-the-counter medications used in community-dwelling aged women and changes in mental, physical, and instrumental functioning. Data are derived from two in-home interviews (one year apart) of 609 women 65 years or older identified through a random sample of households in a 20-contiguous census tract area of Baltimore, Maryland. After controlling for age, e…
Children who do Exceptionally Well in First Grade
Children's progress in the early years of school is thought to be important for understanding their later achievement, but most sociological research carried out at the primary level skirts a broadly inclusive accounting of the social and personal processes that underlie early achievement. The study reported in this article aimed to fill part of that gap. It used a modified school process model to examine factors that contribute to unexpectedly l…
The Schooling Process in First Grade: Two Samples a Decade Apart
This paper presents parallel estimates of structural equation models to explain children’s educational attainment over first grade. One set of estimates is based on a 3-school sample drawn in 1971–77. The other set of estimates is based on a 20-school sample drawn in 1982–83. The evidence suggests that, within reasonable limits, results are comparable. The models capture some of the social influences that shape children’s academic marks and, to a…
Kindergarten Experience: Cognitive Effects or Socialization
This paper employs a large representative sample of Baltimore first graders to examine effects of the amount of children’s kindergarten experience on their first-grade performance. More kindergarten leads to some early positive effects on cognitive status (fall California Achievement Test [CAT] scores, first marks in reading and math), more noticeably for black children than for white. There are some year-end effects of more kindergarten on boys’…
Getting Ready for First Grade: Standards of Deportment in Home and School
Research on academic socialization has emphasized the importance of experiences in the home and school for shaping the course of academic development. Rarely, though, has research considered whether consistency or congruence of socialization experiences in these two settings is especially beneficial (or, conversely, whether inconsistencies are especially detrimental). The present study examines standards of deportment held by parents and classroo…
Children who do Exceptionally Well in First Grade
Children's progress in the early years of school is thought to be important for understanding their later achievement, but most sociological research carried out at the primary level skirts a broadly inclusive accounting of the social and personal processes that underlie early achievement. The study reported in this article aimed to fill part of that gap. It used a modified school process model to examine factors that contribute to unexpectedly l…
A Social Psychological Model of the Schooling Process Over First Grade
Children's experiences during the first grade, as they pass through a key life-cycle transition, are an especially critical but generally neglected period in the sociology of development. This paper examines the process of educational achievement for a birth cohort of Baltimore children followed prospectively over their first-grade year. Employing a social-psychological model of the early schooling process, the analysis identifies some of the per…
Medication Use and Functional Decline among Community-Dwelling Older Women
This prospective study evaluates the relationship between the number of prescription and over-the-counter medications used in community-dwelling aged women and changes in mental, physical, and instrumental functioning. Data are derived from two in-home interviews (one year apart) of 609 women 65 years or older identified through a random sample of households in a 20-contiguous census tract area of Baltimore, Maryland. After controlling for age, e…
Community Resources and Mental Health of Older Women Living Alone
The relationship between community resources and mental health was examined in a community sample of 807 women 65 years and older. Results indicate that those living alone are no more depressed or cognitively impaired than those in other living arrangements, but they are less likely to believe someone will be available to assist them for a long or short time or in an emergency. In addition, those living alone who have more neighbors and more chil…
Psychology (7 works) · Parental Involvement in Education (5 works) · Developmental psychology (4 works) · Early Childhood Education and Development (4 works) · School Choice and Performance (4 works) · Medicine (3 works) · Social Psychology (3 works) · Activities of daily living (2 works) · Cognition (2 works) · Cognitive development (2 works)