ArticleDevelopmental cognitive neuroscience2019
Distinct aspects of the early environment contribute to associative memory, cued attention, and memory-guided attention: Implications for academic achievement.
Article in Developmental cognitive neuroscience, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers, 2 of them syntheses that pooled it.
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Who cites it
16 citing papers in PubMed, 2 syntheses or guidelines pooled it, 30 citations in OpenAlex.
- Annual Research Review: Associations of socioeconomic status with cognitive function, language ability, and academic achievement in youth: a systematic review of mechanisms and protective factors.Journal of child psychology and psychiatry, and allied disciplines · 2025Pooled it
- A systematic review and meta-analysis of partial correlations between caregiver cognitive stimulation in early childhood and child development.Psychological bulletinPooled it
- Contextualizing Socioeconomic Status Effects on Adolescent Brain Structure and Cognitive Skills: Evidence From the ABCD Study.Developmental science · 2026Article
- Social determinants impact both viral infections and brain development.Pediatric research · 2025Review
- The role of caregiver emotion regulation in youth mental health during the COVID-19 pandemic: A longitudinal study.Development and psychopathology · 2025Article
- Early life stress induced sex-specific changes in behavior is paralleled by altered locus coeruleus physiology in BALB/cJ mice.Neurobiology of stress · 2024Article
- Social experiences and youth psychopathology during the COVID-19 pandemic: A longitudinal study.Development and psychopathology · 2024Article
- The impact of child poverty on brain development: does money matter?Dementia & neuropsychologia · 2023Review
- Threat and deprivation are associated with distinct aspects of cognition, emotional processing, and psychopathology in children and adolescents.Developmental science · 2023Article
- The effects of early life adversity on children's mental health and cognitive functioning.Translational psychiatry · 2022Review
- Brain network coupling associated with cognitive performance varies as a function of a child's environment in the ABCD study.Nature communications · 2021Article
- Neural mechanisms underlying the income-achievement gap: The role of the ventral visual stream.Developmental cognitive neuroscience · 2021Article
- The Value of Dimensional Models of Early Experience: Thinking Clearly About Concepts and Categories.Perspectives on psychological science : a journal of the Association for Psychological Science · 2021Review
- Article
- Mechanisms of learning and plasticity in childhood and adolescence.Developmental cognitive neuroscience · 2020Article
- Mechanisms linking socioeconomic status and academic achievement in early childhood: Cognitive stimulation and language.Cognitive developmentArticle
Corrections and comments
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Authors and funding
4 authors at 3 institutions in 1 country.
Funding
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 months later. Violence exposure was specifically associated with poor associative memory, but not cued attention or memory-guided attention. Cognitive stimulation and higher quality physical environment were positively associated with cued attention accuracy, but not after adjusting for all other environmental variables. The quality of the physical environment was associated with memory-guided attention accuracy. Of the cognitive abilities examined, only memory-guided attention contributed to SES-related differences in academic achievement. These findings suggest specificity in how particular aspects of early environmental experience scaffold different types of attention and memory subserved by distinct neural circuits and shed light on a novel cognitive-developmental mechanism underlying SES-related disparities in academic achievement.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.