hours a week of individual tutoring and some work with the mother, they achieved a mean IQ of 106 at 3 years.

When you think of the opportunities the middle-class family has to provide input into the child's experience, and when you think of the better nutrition, and the better provision for the basic necessities of life in the middle-class population and all of the many differences in the degree to which the child's development is fostered, we don't know whether this lower class black population could have a mean IQ of 110 or 120 if we enrich their experience sufficiently.

Senator MONDALE. Well, whether it is 110 or 120, that is pretty good. Dr. SCHAEFER. It would be excellent.

Senator MONDALE. In other words, nature has given these children pretty good equipment, on the average. If they could sustain this ability, they could go out and do quality high school work, quality college work, quality trade work. They could be responsible, competent parents, citizens and all the rest. Nature has given them that capacitywithout going into the slide rule problem of whether someone else got a little more.

But then apparently from your studies and from the others we have seen, it is the impression of the deprived environment sets in and produces infants at age 3 many times at a point where their predicted ability level raises doubts as to their capacity to even go through high school. Is that accurate?

Dr. SCHAEFER. That is accurate. I really began my work in this field when I read a monograph on Negro intelligence in the Southern States that showed that southern Negroes come into the schools with a mean IQ of 81 and go out with 81 and schools don't change it, and that predicts fairly well the level of academic achievement.

Senator MONDALE. Your readings start at when, 6 months?

Dr. SCHAEFER. I began testing at 14 months.

Senator MONDALE. What do you call that, you don't call that IQ, do you?

Dr. SCHAEFER. Well, some people call these very early test scores "developmental quotients" rather than intelligence.

Senator MONDALE. What does DQ mean? Is that comparable to what you are reading?

Dr. SCHAEFER. Perhaps they call it developmental quotient because we know that the standard mental tests are measuring different things at different ages. What you are measuring in an infant at 3 or 6 months is probably more sensory motor skills than language skills and more complex skills. You are measuring different functions at different

ages.

After 3 years you are beginning to measure very largely language and more complex skills, so you can certainly speak of this as IQ. But maybe if you are measuring infants at 3 or 6 months, it would be better to speak of it as "developmental quotient," because at that age motor development and mental development are highly correlated. After 15 months of age there is no relationship any longer between motor and mental test scores, so after that point perhaps you can speak more of intelligence scores.

We know that a number of studies in Africa have also found very high developmental quotients in very young infants. We don't know whether this is due to differences in early experience or differences in diet, or a number of other things. But we do know that these early

developmental quotients for children within the normal range do not predict future intelligence.

For example, in my own study the test scores at 14 months were not related to test scores at 3 years at all. So I would say the things you begin to measure later are more important, the language skills

Senator MONDALE. In your studies where you show mean IQ of 105 at age 14 months, isn't that what you are saying, this is the best that you can predict as the intelligence quotient?

Dr. SCHAEFER. This is the best test we had at that time of the skills measured by mental tests.

Senator MONDALE. What you are trying to say, with this control group that tested out at 106 at age 36 months, is that they deteriorated in intellectual performance; are you not?

Dr. SCHAEFER. I would say that they do not develop the kinds of skills that you are measuring at 3 years, which are language skills, things that require more complex cognitive skills. For example, very early with the child you might drop a spoon off the edge of the table and if he follows it with his eyes, he scores on the mental test.

This is a rather simple sensory motor kind of thing. At a later age you are measuring largely language, because language is what our mental tests measure usually at upper ages.

So at higher age levels we are measuring largely language. And you can't measure that in the first year of life or up through 15 months of life.

Now, I was stating that we can't interpret the differences in test scores that we find between the social groups as due to differences in intellectual potential until all children receive equal opportunity to develop in a stimulating environment.

We cannot determine whether differences in potential exist.

Now, evidence is accumulating rapidly that the physical, social, emotional, and cultural deprivations influence these levels. I won't go into the details, but we see differences in nutrition, we see differences in housing, we see unheated homes, we see children who are acutely hungry at times and they can't focus on intellectual activity in the state of acute hunger as well as chronic malnutrition.

I am stressing largely the cultural deprivation that frequently derives from parents who don't understand the importance of early development and don't have the financial resources to proivde a stimulating environment for their children. Their children frequently do not have the books, papers, pencils, crayons, or toys, or other things needed. In fact, a friend of mine who went to the South in civil rights activities said he never saw a child in a Negro home in the South who had a book or toy. Therefore, these children could not have the training in attention, concentration, perception, motor skills, and complex skills that is required in the academic setting.

Senator MONDALE. Somehow that doesn't tell the story as well as some of the experiences that you related about the children who just sit and they don't look out the window. They become immobile. Some way there is no communication between the mother and the infant. Dr. SCHAEFER. I could tell you

Senator MONDALE. They don't go around the block. Some of the mothers said he is a good child because he doesn't do anything. Dr. SCHAEFER. It is true.

Senator MONDALE. That is really a haunting concept. Middle-class parents complain about how their kids are pulling everything down and breaking lamps and sticking their fingers in electric plugs but that is a learning process. I think everybody recognizes that.

But a lot of these infants really have nothing in their lives at all. They spend 2 or 3 years just sitting there.

Dr. SCHAEFER. That is very true. And some of them have had some poor early relationships. We had one child who had been reared by his aunt, his grandmother and mother, and the mother, because of her own problems, was cold and rejecting and this child didn't relate to human beings. At 15 months he was relating to a tin can.

He was sort of merged with it and developed some sort of attachment to it and it took weeks and months to get through to form enough of a relationship to begin an educational process with that child.

Another case that impressed me was a child whose mother was very cold and distant and who was really very frozen. He didn't smile, he didn't talk, and it took weeks and months again to develop a relationship with that child, so that he could begin to talk and begin to smile and begin to participate in educational activities.

Some of these mothers are so depressed, they have so much financial stress and health stress and many other stresses in their lives that they have very little energy or affection to give to their children and I think that is very important, because I think we have to understand the forces that are acting upon the parents before we can understand the parent's behavior with the child.

There are a number of studies that have shown that if parents have a great deal of stress and if they have very little social support, that they in turn may neglect or even abuse their children. And so I think this fits in very well with what we know of human behavior.

If you or I are hungry or tried or have many problems, we can't give our children the kind of attention they need, and so I think that in considering the problem of low intellectual development in the disadvantaged children, we have to consider the problems of the parents and the resources they need to provide for their children.

Senator MONDLE. It is interesting that every witness we had these 2 days has emphasized the relationship of the child and the parent. You have to look at them as a unit and that seems pretty obvious. But there are some people who say you have to take the child away from the parents and away from their community.

Practically every witness we had had, I think all the witnesses, said if you are going to help the child, you have to help the parents-working with them together as a unit. Would you agree with that?

Dr. SCHAEFER. I would agree very much. I am impressed with some of the work which shows that the parents' relationship with the child is established very early, perhaps in the first 3 years of life, and remains stable through adolescence. I was impressed by another study that found that the mother's relationship with the child at 1 month predicted to some extent whether that child needed psychiatric treatment at 412 years of age.

Senator MONDALE. Maybe you could tell us what your workers did to work with the parents and child when they went in the home, how often they went there, what sorts of things they had to improve the relationship between the child and the parent and the learning abilities of the child.

Dr. SCHAEFER. I should say our philosophy in educating children was that, first, you develop positive relationships with the parents and with the child and then you enrich the experience and you provide the language stimulation needed to develop these language skills. So the tutors went in an hour a day, 5 days a week from 15 months of age until the child was three.

Now their first job was to develop good relationships with the parents and to work with the parents and child as a unit. Now, they would tutor the child apart from the parent, if the mother did not wish to participate, but they encouraged the mother's participation and involvement as much as possible.

I was truly amazed at the strength of the friendships and relationship that developed between the tutors and mothers and how mothers used this as an opportunity to solve some of their own personal problems and some of their problems with finances, education and job training and such, and I was impressed by the growth in the mothers as well as in the children in this program, and by the fact that the mothers said at the conclusion of the program that they would miss the relationship with the tutors as much as the child would, because for many of these mothers this positive friendly person coming into the home was one of the more meaningful relationships they had in their whole lives and after a while tutors and mothers worked together in working with the young child.

Senator MONDALE. Your tutors said that some of the mothers had hostile relationships with the children-because they were so overwhelmed by their problems, they sort of blamed the infants. The children served as anchors around their feet. Some of the mothers didn't think their children would amount to much because they weren't learning. When the tutor was able to develop a warmer relationship between the mother and child, and the mother began to see the child learning and responding, in many cases it remade the family.

Dr. SCHAEFER. That is very true. And one of the things that impressed me most in the study as we got to know these mothers very well, was that we found great variation in the extent to which they were interested in the child's education and the extent to which they were talking with the child and the extent of hostility and neglect and ignoring, and we found that the quality of the mother's care of the child was very highly related to the child's mental score at three, as was the supplementary tutoring, so these two functions support one another, that the quality of maternal care and supplementary tutoring both influenced the child's intellectual growth at three.

Senator MONDALE. As they worked with the mother, did they find that many of the mothers in fact turned out to be very good parents, they worked at it, they wanted to achieve, they wanted the child to develop, if they were given some help?

Dr. SCHAEFER. That is very true. And many of them developed such skills that they became teacher's aides in nursery schools and have been commended very highly for their talent in working with young children. And one of the mothers decided to tutor the younger child in the family while the tutor tutored the older child and that younger child began to speak in sentences at 14 months.

So she won in the competition. And I think if we could teach all mothers to work with their children this way, it would be the great

est thing we could do, because the parents are there right from the birth of the child until he leaves home.

Now any of our intervention programs or educational efforts are usually for a short period of time. So my own hope is by work with parents and future parents we could develop these kinds of skills and these kinds of relationships, so that the families become more effective as educational institutions.

My own belief at this point is that the family is a more important educational institution than the school and that we should be devoting more and more of our resources to supporting families in their educational role and their role of developing the child.

Senator MONDALE. That is significant, it seems to me, for two reasons. First, it shows that if you are going to help the child, you have to help the parent. Second, it shows something that I think middle-class Americans find very hard to accept, and that is there is enormous strength and ability and interest and motivation to be found among the poor. We just assume it just isn't there. Maybe because our missionary training we think help must come from us when, in fact, their greatest source of strength lies with them, if we will give them the tools to do the job.

Dr. SCHAEFER. If we could take off some of the stresses and provide some of the supports we all need. If you have financial resource, you can get supports in the community, needed care, nursery schools, all of the many toys and books and other equipment, and you can have food for your children.

If you don't have these kinds of resources, it is very difficult for the parent to do the job. So I think we need to ask how can we supplement and support the parents in their most important role of developing the child's talent.

Senator MONDALE. Very good.

Senator Dominick?

Senator DOMINICK. Thank you.

I am not sure that I have too many questions except maybe some of them will develop as I go along.

I am sorry that I wasn't here to hear your testimony but I have been in the Nutrition Committee where we have been talking about whether children are adversely affected by monosodium glutamatealso very interesting.

Dr. Schaefer, I recall reading Philip Wiley's "Generation of Vipers" in which he said quite clearly that all intelligence stops growing at the age of 12 or 13. From then on in, all you have is training and that educational process doesn't do any good at all.

Do you have any comment on that? Does that fit in with your original statement here on the first page of your position paper saying that "Each socioeconomic group has reached its own intellectual level prior to school entrance and schools in general do not change that level?" Dr. SCHAEFER. I would agree partially. I think that one of the reasons each of us remains at his own level is that the intellectual functions and events we experience are determined by our social class and our previous achievements. So the reason I think that the intelligence test scores of each social group remained stable from early onward is that the environment tends to remain stable.