Language development as a mechanism linking socioeconomic status to executive functioning development in preschool

2022 ◽  
Author(s):  
Rachel R. Romeo ◽  
John C. Flournoy ◽  
Katie A. McLaughlin ◽  
Liliana J. Lengua
Keyword(s):  
Socioeconomic Status ◽  
Language Development ◽  
Executive Functioning

Association between Language Development and Executive Functioning in Preschool Age

2019 ◽  
Vol 40 (3) ◽  
pp. 64-76
Author(s):  
A. Veraksa ◽  
◽  
M. Gavrilova ◽  
D. Bukhalenkova ◽  
◽  
...  
Keyword(s):  
Language Development ◽  
Executive Functioning ◽  
Preschool Age

Modeling socioeconomic status effects on language development.

2013 ◽  
Vol 49 (12) ◽  
pp. 2325-2343 ◽  
Author(s):  
Michael S. C. Thomas ◽  
Neil A. Forrester ◽  
Angelica Ronald
Keyword(s):  
Socioeconomic Status ◽  
Language Development

scholarly journals Parents should keep talking to boost infant language development

2018 ◽  
Keyword(s):  
Socioeconomic Status ◽  
Language Development ◽  
Low Socioeconomic Status ◽  
Language Skills ◽  
First Year ◽  
Low Socioeconomic ◽  
Infant Language Development ◽  
Starting School ◽  
Infant Language ◽  
First Year Of Life

Children from low socioeconomic status (SES) backgrounds tend to have poorer language skills when starting school than those from higher SES backgrounds. Now, data shows that increasing the amount of “contingent talk”— whereby a caregiver talks about objects that an infant is directly focusing on — within an infant’s first year of life promotes a wide vocabulary later in infancy.

A parent-directed language intervention for children of low socioeconomic status: a randomized controlled pilot study

2015 ◽  
Vol 43 (2) ◽  
pp. 366-406 ◽  
Author(s):  
DANA L. SUSKIND ◽  
KRISTIN R. LEFFEL ◽  
EILEEN GRAF ◽  
MARC W. HERNANDEZ ◽  
ELIZABETH A. GUNDERSON ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Language Development ◽  
Low Socioeconomic Status ◽  
Home Visiting ◽  
Child Language ◽  
Controlled Trial ◽  
Control Group ◽  
Post Intervention ◽  
Randomized Controlled ◽  
Home Based

AbstractWe designed a parent-directed home-visiting intervention targeting socioeconomic status (SES) disparities in children's early language environments. A randomized controlled trial was used to evaluate whether the intervention improved parents' knowledge of child language development and increased the amount and diversity of parent talk. Twenty-three mother–child dyads (12 experimental, 11 control, aged 1;5–3;0) participated in eight weekly hour-long home-visits. In the experimental group, but not the control group, parent knowledge of language development increased significantly one week and four months after the intervention. In lab-based observations, parent word types and tokens and child word types increased significantly one week, but not four months, post-intervention. In home-based observations, adult word tokens, conversational turn counts, and child vocalization counts increased significantly during the intervention, but not post-intervention. The results demonstrate the malleability of child-directed language behaviors and knowledge of child language development among low-SES parents.

scholarly journals Life Course Pathways From Childhood Socioeconomic Status to Later-Life Cognition: Evidence From the Wisconsin Longitudinal Study

2020 ◽  
Author(s):  
Emily A Greenfield ◽  
Sara Moorman ◽  
Annika Rieger
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Longitudinal Study ◽  
Executive Functioning ◽  
Life Course ◽  
Standardized Test ◽  
Later Life ◽  
Status Attainment ◽  
Scholastic Performance ◽  
Wisconsin Longitudinal Study

Abstract Objectives A growing body of research indicates that older adults are at greater risk for poorer cognition if they experienced low socioeconomic status (SES) as children. Guided by life course epidemiology, this study aimed to advance understanding of processes through which childhood SES influences cognition decades later, with attention to the role of scholastic performance in adolescence and SES in midlife. Method We used data from the Wisconsin Longitudinal Study (WLS), which has followed a cohort of high school graduates since they were 18 years old in 1957. Childhood SES was measured prospectively in adolescence, and measures of memory and language/executive functioning were based on neurocognitive assessments at age 72. We used participants’ scores on a statewide standardized test in high school as an indicator of scholastic performance in adolescence. The measure of SES in midlife included years of postsecondary education, income, and occupation status at age 53. Results Findings from structural equation models indicated that scholastic performance in adolescence and midlife status attainment together fully mediated associations between childhood SES and both memory and language/executive functioning at age 72. Adolescent scholastic performance was directly associated with later-life cognition, as well as indirectly through midlife status attainment. Discussion Findings provide support for both latency and social pathway processes when considering how SES in childhood influences later-life cognition. Results contribute to growing calls for social policies and programs to support optimal brain health at multiple phases throughout the life course, especially among individuals with lower SES as children.

Identifying Pathways Between Socioeconomic Status and Language Development

2017 ◽  
Vol 3 (1) ◽  
pp. 285-308 ◽  
Author(s):  
Amy Pace ◽  
Rufan Luo ◽  
Kathy Hirsh-Pasek ◽  
Roberta Michnick Golinkoff
Keyword(s):  
Socioeconomic Status ◽  
Language Development

Structure and Invariance of Executive Functioning Tasks across Socioeconomic Status: Evidence from Spanish-Speaking Children

2013 ◽  
Vol 16 ◽  
Author(s):  
Vanessa Arán-Filippetti
Keyword(s):  
Socioeconomic Status ◽  
Executive Functioning ◽  
Low Socioeconomic Status ◽  
Neuropsychological Battery ◽  
Factor Solution ◽  
Low Socioeconomic ◽  
Spanish Speaking ◽  
Confirmatory Factor ◽  
Valid Comparison ◽  
Three Factor

AbstractThe aim of the present study was to analyze the latent structure of executive functions (EFs) in Spanish-speaking children and to test measurement invariance across socioeconomic status (SES). We sampled 248 children, aged 8 to 12, who were divided into two groups: 124 children from a medium socioeconomic status (MSS) and 124 children from a low socioeconomic status (LSS). We applied a neuropsychological battery consisting of various EF tasks and performed confirmatory factor analysis (CFA) and multi-group CFA (MGCFA). CFA showed best fit for the three factor solution: (a) Working memory, (b) Cognitive flexibility, and (c) Inhibition. Moreover, the MGCFA revealed that the three-factor solution was invariant (configural, metric, and structural) across SES, allowing valid comparison between the groups (MSS and LSS) of factors. Finally, bifactorial MANOVA revealed a significant effect of SES and group age but not for the interaction between the two in the three EF dimensions indicative of quantitative group differences. Results are discussed in terms of the dimensional nature of the EF construct and the effects of SES on executive functioning.

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