PT J
AU Raver, CC
Mccoy, DC
Lowenstein, AE
Pess, R
AF Raver, C. Cybele
McCoy, Dana Charles
Lowenstein, Amy E.
Pess, Rachel
TI Predicting individual differences in low-income children's executive
control from early to middle childhood
SO DEVELOPMENTAL SCIENCE
AB The present longitudinal study tested the roles of early childhood
executive control (EC) as well as exposure to poverty-related adversity
at family and school levels as key predictors of low-income children's
EC in elementary school (n=391). Findings suggest that children's EC
difficulties in preschool and lower family income from early to middle
childhood are robust predictors of later EC difficulties as rated by
teachers in 2nd and 3rd grades. Findings also suggest enrollment in
unsafe elementary schools is significantly predictive of higher levels
of teacher-rated EC difficulty, but only for those children who showed
initially elevated levels of EC difficulty in early childhood.
Implications for scientific models of cognitive development and
poverty-related adversity are discussed.
PD MAY
PY 2013
VL 16
IS 3
BP 394
EP 408
ER
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