Evidence map›Paper›PMID 38282965›Full record

ArticleEducation sciences2022

Socioeconomic Variations in the Frequency of Parent Number Talk: A Meta-Analysis.

Eric Dearing, Beth Casey, Pamela E Davis-Kean, Sarah Eason, Elizabeth Gunderson, Susan C Levine, Elida V Laski, Melissa Libertus, Linxi Lu, Caitlin McPherran Lombardi and 3 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Education sciences, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

3 citing papers in PubMed.

  1. Where you live matters: visualizing environmental effects on reading attainment.Journal of child psychology and psychiatry, and allied disciplines · 2024
    Article
  2. Article
  3. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

13 authors.

Eric DearingApplied Developmental Psychology, Lynch School of Education and Human Development, Boston College, Chestnut Hill, MA 02467, USA.
Beth CaseyCounseling, Developmental, and Educational Psychology Department, Boston College, Chestnut Hill, MA 02467, USA.
Pamela E Davis-KeanDepartment of Psychology, University of Michigan, Ann Arbor, MI 48109, USA.ORCID 0000-0001-8389-6268
Sarah EasonHuman Development & Family Studies, Purdue University, West Lafayette, IN 47906, USA.
Elizabeth GundersonCollege of Liberal Arts, Temple University, Philadelphia, PA 19072, USA.
Susan C LevineDepartment of Psychology and Comparative Human Development, University of Chicago, Chicago, IL 60637, USA.
Elida V LaskiApplied Developmental Psychology, Lynch School of Education and Human Development, Boston College, Chestnut Hill, MA 02467, USA.
Melissa LibertusLearning Research & Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA.
Linxi LuMorrissey College of Arts and Sciences, Boston College, Chestnut Hill, MA 02467, USA.ORCID 0000-0003-1832-6837
Caitlin McPherran LombardiHuman Development and Family Sciences, University of Connecticut, Storrs, CT 06269, USA.ORCID 0000-0003-0261-8210
Ariadne NelsonDepartment of Psychology, University of Chicago, Chicago, IL 60637, USA.
Geetha RamaniDepartment of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20742, USA.
María Inés SusperreguyMillennium Nucleus for the Study of the Development of Early Math Skills (MEMAT), Pontificia Universidad Católica de Chile, Santiago 7820436, Chile.ORCID 0000-0001-5584-2692

Funding

Using Language of Higher Order Thinking in Varying EnvironmentsP01HD040605 · NICHD · UNIVERSITY OF CHICAGO · PI RICHLAND, LINDSEY ENGLE · 2002 to 2018
$19.2M
NICHD NIH HHS P01 HD040605
6 · The paper itself

Abstract

Using data from 12 studies, we meta-analyze correlations between parent number talk during interactions with their young children (mean sample age ranging from 22 to 79 months) and two aspects of family socioeconomics, parent education, and family income. Potential variations in correlation sizes as a function of study characteristics were explored. Statistically significant positive correlations were found between the amount of number talk in parent-child interactions and both parent education and family income (i.e., r = 0.12 for education and 0.14 for income). Exploratory moderator analyses provided some preliminary evidence that child age, as well as the average level of and variability in socioeconomic status, may moderate effect sizes. The implications of these findings are discussed with special attention to interpreting the practical importance of the effect sizes in light of family strengths and debate surrounding "word gaps".

Indexed as

child math talknumber talkparent talksocioeconomic status

Identifiers

PMID38282965
PMCPMC10811961

What OpenQuestion holds

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LicenceCC BY
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Registered trials

None linked

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.