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Mechanisms Linking Socioeconomic Status And Academic Achievement In Early Childhood: Cognitive Stimulation And Language, Lucy A. Lurie, Mckenzie P. Hagen, Katie A. Mclaughlin, Margaret A. Sheridan, Andrew N. Meltzoff, Maya L. Rosen
Mechanisms Linking Socioeconomic Status And Academic Achievement In Early Childhood: Cognitive Stimulation And Language, Lucy A. Lurie, Mckenzie P. Hagen, Katie A. Mclaughlin, Margaret A. Sheridan, Andrew N. Meltzoff, Maya L. Rosen
Neuroscience: Faculty Publications
There is a strong positive association between childhood socioeconomic status (SES) and academic achievement. This disparity may, in part, be explained by differences in early environmental experiences and language development. Cognitive stimulation—including language exposure, access to learning materials, caregiver involvement in children's learning, and variety of experiences—varies by SES and may link SES to language development. Childhood language development in turn is associated with academic achievement. In the current longitudinal study of 101 children (60–75 months), SES was positively associated with cognitive stimulation and performance on language measures. Cognitive stimulation mediated the association between SES and children's language. Furthermore, children's …