Cognitive Stimulation as a Mechanism Linking Socioeconomic Status With Executive Function: A Longitudinal Investigation

• Rosen, Maya L. ^[1] ; Hagen, McKenzie P. ^[1] ; Lurie, Lucy A. ^[1] ; Miles, Zoe E. ^[1] ; Sheridan, Margaret A. ^[3] ; Meltzoff, Andrew N. ^[1] ; McLaughlin, Katie A. ^[2]
  1. [1] University of Washington

     University of Washington

     Estados Unidos

     
  2. [2] Harvard University

     Harvard University

     City of Cambridge, Estados Unidos

     
  3. [3] University of North Carolina, Chapel Hill

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• Localización: Child development, ISSN 0009-3920, Vol. 91, Nº. 4, 2020, págs. 762-779
• Idioma: inglés
• DOI: 10.1111/cdev.13315
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 1 Cita
• Resumen

  • 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.