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Additive and synergistic relations of early mother–child and caregiver–child interactions for predicting later achievement.

Published on Dec 1, 2019in Developmental Psychology
· DOI :10.1037/dev0000824
Robert J. Duncan7
Estimated H-index: 7
,
Sara A. Schmitt10
Estimated H-index: 10
,
Deborah Lowe Vandell54
Estimated H-index: 54
Abstract
  • References (36)
  • Citations (0)
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References36
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#1Jill GilkersonH-Index: 15
#2Jeffrey A. RichardsH-Index: 14
Last. Betty R. Vohr (Brown University)H-Index: 82
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OBJECTIVES: Quantity of talk and interaction in the home during early childhood is correlated with socioeconomic status (SES) and can be used to predict early language and cognitive outcomes. We tested the effectiveness of automated early language environment estimates for children 2 to 36 months old to predict cognitive and language skills 10 years later and examined effects for specific developmental age periods. METHODS: Daylong audio recordings for 146 infants and toddlers were completed mon...
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#1Rachel R. Romeo (Harvard University)H-Index: 6
#2Julia A. Leonard (MIT: Massachusetts Institute of Technology)H-Index: 11
Last. John D. E. Gabrieli (MIT: Massachusetts Institute of Technology)H-Index: 123
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Children’s early language exposure impacts their later linguistic skills, cognitive abilities, and academic achievement, and large disparities in language exposure are associated with family socioeconomic status (SES). However, there is little evidence about the neural mechanisms underlying the relation between language experience and linguistic and cognitive development. Here, language experience was measured from home audio recordings of 36 SES-diverse 4- to 6-year-old children. During a story...
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#1Francesca Longo (BC: Boston College)H-Index: 1
#2Caitlin McPherran Lombardi (BC: Boston College)H-Index: 9
Last. Eric Dearing (BC: Boston College)H-Index: 29
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#1Drew H. Bailey (UCI: University of California, Irvine)H-Index: 22
#2Greg J. Duncan (UCI: University of California, Irvine)H-Index: 90
Last. Winnie YuH-Index: 1
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ABSTRACTMany interventions targeting cognitive skills or socioemotional skills and behaviors demonstrate initially promising but then quickly disappearing impacts. Our article seeks to identify the key features of interventions, as well as the characteristics and environments of the children and adolescents who participate in them, that can be expected to sustain persistently beneficial program impacts. We describe three such processes: skill-building, foot-in-the-door and sustaining environment...
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#1Deborah Lowe Vandell (UCI: University of California, Irvine)H-Index: 54
#2Margaret Burchinal (UNC: University of North Carolina at Chapel Hill)H-Index: 82
Last. Kim M. Pierce (UCI: University of California, Irvine)H-Index: 13
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Relations between early child care and adolescent functioning at the end of high school (EOHS; M age = 18.3 years) were examined in a prospective longitudinal study of 1,214 children. Controlling for extensive measures of family background, early child care was associated with academic standing and behavioral adjustment at the EOHS. More experience in center-type care was linked to higher class rank and admission to more selective colleges, and for females to less risk taking and greater impulse...
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#1David A. Kenny (UConn: University of Connecticut)H-Index: 65
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Given that the root mean square error of approximation (RMSEA) is currently one of the most popular measures of goodness-of-model fit within structural equation modeling (SEM), it is important to know how well the RMSEA performs in models with small degrees of freedom ( df ). Unfortunately, most previous work on the RMSEA and its confidence interval has focused on models with a large df . Building on the work of Chen et al. to examine the impact of small df on the RMSEA, we conducted a theoretic...
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#1Kathy Hirsh-Pasek (TU: Temple University)H-Index: 49
#2Lauren B. Adamson (GSU: Georgia State University)H-Index: 35
Last. Katharine Suma (GSU: Georgia State University)H-Index: 3
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The disparity in the amount and quality of language that low-income children hear relative to their more-affluent peers is often referred to as the 30-million-word gap. Here, we expand the literature about this disparity by reporting the relative contributions of the quality of early parent-child communication and the quantity of language input in 60 low-income families. Including both successful and struggling language learners from the National Institute of Child Health and Human Development S...
179 CitationsSource
#1K. Lee Raby (UD: University of Delaware)H-Index: 10
#2Glenn I. Roisman (UMN: University of Minnesota)H-Index: 42
Last. Jeffry A. Simpson (UMN: University of Minnesota)H-Index: 65
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This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through midadolescence in a manner consistent with an enduring effects model of development and extended the...
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#1Elizabeth B. Miller (UCI: University of California, Irvine)H-Index: 4
#2George Farkas (UCI: University of California, Irvine)H-Index: 42
Last. Greg J. Duncan (UCI: University of California, Irvine)H-Index: 90
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Data from the Head Start Impact Study (N = 3,185, age = 3–4 years) were used to determine whether 1 year of Head Start differentially benefited children from homes with high, middle, and low levels of parental preacademic stimulation on three academic outcome domains—early math, early literacy, and receptive vocabulary. Results from residualized growth models showed positive impacts of random assignment to Head Start on all three outcomes, and positive associations between parental preacademic s...
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#1Margaret Burchinal (UNC: University of North Carolina at Chapel Hill)H-Index: 82
#2Deborah Lowe Vandell (UCI: University of California, Irvine)H-Index: 54
Last. Jay Belsky (UC Davis: University of California, Davis)H-Index: 107
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Longitudinal data are used to examine whether effects of early child care are amplified and/or attenuated by later parenting. Analyses tested these interactions using parenting as both a categorical and continuous variable to balance power and flexibility in testing moderation. The most consistent finding was that maternal sensitivity during adolescence accentuated the association between child care quality and adolescent academic-cognitive skills at age 15 years when maternal sensitivity during...
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