期刊
DEVELOPMENTAL PSYCHOBIOLOGY
卷 57, 期 5, 页码 535-551出版社
WILEY
DOI: 10.1002/dev.21303
关键词
cognitive development; socioeconomic status; language; memory; infancy
资金
- NIH [UL1TR000040, U01HD055154, U01HD055155, U01HD045991, U01AA016501, R37HD032773]
Socioeconomic status (SES) is strongly associated with cognition and achievement. Socioeconomic disparities in language and memory skills have been reported from elementary school through adolescence. Less is known about the extent to which such disparities emerge in infancy. Here, 179 infants from socioeconomically diverse families were recruited. Using a cohort-sequential design, 90 infants were followed at 9 and 15 months, and 89 were followed at 15 and 21 months. SES disparities in developmental trajectories of language and memory were present such that, at 21 months of age, children of highly educated parents scored approximately .8 standard deviations higher in both language and memory than children of less educated parents. The home language and literacy environment and parental warmth partially accounted for disparities in language, but not memory development. (c) 2015 Wiley Periodicals, Inc. Dev Psychobiol 57: 535-551, 2015.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据