Distinct aspects of the early environment contribute to associative memory, cued attention, and memory-guided attention: Implications for academic achievement.

ABSTRACT: Childhood socioeconomic status (SES) is associated with numerous aspects of cognitive development and disparities in academic achievement. The specific environmental factors that contribute to these disparities remain poorly understood. We used observational methods to characterize three aspects of the early environment that may contribute to SES-related differences in cognitive development: violence exposure, cognitive stimulation, and quality of the physical environment. We evaluated the associations of these environmental characteristics with associative memory, cued attention, and memory-guided attention in a sample of 101 children aged 60-75 months. We further investigated whether these specific cognitive abilities mediated the association between SES and academic achievement 18 month

SUBMITTER: Rosen ML 

PROVIDER: S-EPMC6917893 | biostudies-literature | 2019 Dec

REPOSITORIES: biostudies-literature