For Better or for Worse? Positive and Negative Parental Influences on Young Children's Executive Function.

• Hughes, Claire ^[1] ; Devine, Rory T. ^[1]
  1. [1] University of Cambridge

     University of Cambridge

     Cambridge District, Reino Unido

     
• Localización: Child development, ISSN 0009-3920, Vol. 90, Nº. 2, 2019, págs. 593-609
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • Despite rapidly growing research on parental influences on children's executive function (EF), the uniqueness and specificity of parental predictors and links between adult EF and parenting remain unexamined. This 13-month longitudinal study of 117 parent-child dyads (60 boys; Mage at Time 1 = 3.94 years, SD = 0.53) included detailed observational coding of parent-child interactions and assessed adult and child EF and child verbal ability (VA). Supporting a differentiated view of parental influence, negative parent-child interactions and parental scaffolding showed unique and specific associations with child EF, whereas the home learning environment and parental language measures showed global associations with children's EF and VA. [ABSTRACT FROM AUTHOR]