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Representative samples of 729 American, Chinese, and Japanese 1st graders were given achievement and cognitive tests. Mothers were interviewed. Ten years later, 475 of the students participated in a follow-up study in which they were interviewed and given achievement tests. Results revealed high stability of achievement relationships within all 3 societies. Measures of early cognitive abilities were consistently related to the families' socioeconomic status and exerted their influence on laterdoi:10.1037/0022-06126.96.36.1990 fatcat:2yl4nptzmfazbjihipgqbj5oe4