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Autor/inn/en | Rosen, Maya L.; Hagen, McKenzie P.; Lurie, Lucy A.; Miles, Zoe E.; Sheridan, Margaret A.; Meltzoff, Andrew N.; McLaughlin, Katie A. |
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Titel | Cognitive Stimulation as a Mechanism Linking Socioeconomic Status with Executive Function: A Longitudinal Investigation |
Quelle | In: Child Development, 91 (2020) 4, (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Rosen, Maya L.) ORCID (Meltzoff, Andrew N.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-3920 |
DOI | 10.1111/cdev.13315 |
Schlagwörter | Executive Function; Socioeconomic Status; Socioeconomic Influences; Young Children; Short Term Memory; Inhibition; Stimulation; Correlation; Academic Achievement; Cognitive Development; Intervention |
Abstract | Executive functions (EF), including working memory, inhibition, and cognitive flexibility, vary as a function of socioeconomic status (SES), with children from economically disadvantaged backgrounds having poorer performance than their higher SES peers. Using observational methods, we investigated cognitive stimulation in the home as a mechanism linking SES with EF. In a sample of 101 children aged 60-75 months, cognitive stimulation fully mediated SES-related differences in EF. Critically, cognitive stimulation was positively associated with the development of inhibition and cognitive flexibility across an 18-month follow-up period. Furthermore, EF at T1 explained SES-related differences in academic achievement at T2. Early cognitive stimulation--a modifiable factor--may be a desirable target for interventions designed to ameliorate SES-related differences in cognitive development and academic achievement. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |