| Literature DB >> 31591711 |
Maya L Rosen1,2, McKenzie P Hagen1,3, Lucy A Lurie1,2, Zoe E Miles1, Margaret A Sheridan4, Andrew N Meltzoff1, Katie A McLaughlin2.
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.Entities:
Mesh：
Year: 2019 PMID： 31591711 PMCID： PMC7138720 DOI： 10.1111/cdev.13315
Source DB: PubMed Journal: Child Dev ISSN： 0009-3920