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Dev Psychobiol. 2015 Jul;57(5):535-51. doi: 10.1002/dev.21303. Epub 2015 Mar 30.

Socioeconomic disparities in neurocognitive development in the first two years of life.

Author information

1
Pediatrics, Office of Physicians and Surgeons, Columbia University, New York, NY. kgn2106@cumc.columbia.edu.
2
Teachers College, Columbia University, New York, NY. kgn2106@cumc.columbia.edu.
3
Department of Psychology, University of Texas, Austin, TX.
4
Sergievsky Center, Columbia University, New York, NY.
5
Center for Health Outcomes and Prevention Research, Sanford Research, Sioux Falls, SD.
6
University of Iowa, Iowa City, IA.
7
Department of Psychology, Georgetown University, Washington, DC.
8
Department of Psychiatry and Pediatrics, Columbia University, New York, NY.

Abstract

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.

KEYWORDS:

cognitive development; infancy; language; memory; socioeconomic status

PMID:
25828052
PMCID:
PMC4821066
DOI:
10.1002/dev.21303
[Indexed for MEDLINE]
Free PMC Article

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