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Abstract
This study used data from the Minnesota Longitudinal Study of Risk and Adaptation
(N = 267) to investigate whether abuse and neglect experiences during the first 5 years
of life have fading or enduring consequences for social and academic competence over
the next 3 decades of life. Experiencing early abuse and neglect was consistently
associated with more interpersonal problems and lower academic achievement from childhood
through adulthood (32-34 years). The predictive significance of early abuse and neglect
was not attributable to the stability of developmental competence over time, nor to
abuse and neglect occurring later in childhood. Early abuse and neglect had enduring
associations with social (but not academic) competence after controlling for potential
demographic confounds and early sensitive caregiving.