Adolescent development and public policy.

Emphasis by psychologists on the importance of early experience led policy makers in the 1960's and 1970's to concentrate public resources on compensatory educational programs for young, disadvantaged children. Research on the reversibility of early cognitive deficits and on the remediation of poor school achievement suggests that an expanded national investment in developing the cognitive competence of adolescents and young adults is warranted. Public policy should encourage schools, youth-serving agencies, business and industry, and the military to provide educational programs that stress general problem-solving abilities and basic academic skills alone. Demographic observations underscore the importance of such a policy for the strength of the nation. (3 p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)