Interaction of early biological and family risk factors in predicting cognitive development

Ricciuti, Anne; Scarr, Sandra

doi:10.1016/0193-3973(90)90028-i

Cited by 17 publications

(8 citation statements)

References 12 publications

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“…Thus, mothers from low sociodemographic environments are probably most in need of and responsive to early intervention services. Such results are consistent with risk models indicating powerful effects of environmental risk factors in moderating the effects of biological risk (Escalona, 1984(Escalona, , 1987Ricciuti & Scarr, 1990;Sameroff, Seifer, Barocas, Zax, & Creenspan, 1987).…”

Section: Spiker Ferguson and Brooks-gnnn 761supporting

confidence: 86%

Enhancing Maternal Interactive Behavior and Child Social Competence in Low Birth Weight, Premature Infants

Spiker¹,

Ferguson²,

Brooks‐Gunn³

1993

Child Development

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Effects of a comprehensive early intervention program for low birth weight, premature infants--the Infant Health and Development Program--on mother-child interaction were examined at 30 months (N = 683). Small significant positive effects were found: Intervention mothers had higher ratings on quality of assistance; intervention children had higher ratings on persistence and enthusiasm and on an overall child rating of competence and involvement and lower ratings on percentage of time off-task; intervention dyads were rated as more synchronous. Of a set of initial status variables indexing biological and environmental risk, only 2 treatment interactions were found. Intervention group black children had higher ratings on enthusiasm and lower percentage of time off-task. Independent of treatment, maternal ethnicity and education were significant predictors of maternal and dyadic ratings, while ethnicity and birth weight predicted child ratings. Implications for early intervention and center-based care are discussed.

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Section: Spiker Ferguson and Brooks-gnnn 761supporting

confidence: 86%

Enhancing Maternal Interactive Behavior and Child Social Competence in Low Birth Weight, Premature Infants

Spiker¹,

Ferguson²,

Brooks‐Gunn³

1993

Child Development

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“…The interactional effect between birth weight and parental sensitivity on the general intellectual level was nonsignificant. A significant interaction effect between biological and psychosocial risk on the general intellectual level has been found in other studies (Escalona, 1982;Ricciuti & Scarr, 1990), although the findings are not consistent (Saigal, Szatmari, Rosenbaum, Campbell & King, 1991;Wolke & Meyer, 1999). Parental sensitivity, however, was highly potent in explaining part of the variance of the general cognitive index that was left unexplained by traditional psychosocial variables.…”

Section: Discussionmentioning

confidence: 62%

Assessment of parental sensitivity towards pre‐school children born with very low birth weight

Hoff

Munck

Greisen

2004

Scandinavian J Psychology

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The article introduces the Parental Sensitivity Assessment Scale (PSAS) and examines the influence of the PSAS score and other factors on the general cognitive level in pre-school children born with very low birth weight (VLBW). McCarthy general cognitive index (GCI) was obtained for 102 VLBW and 92 normal birth weight (NBW) control children in Denmark in the mid-1980s. The mean ages of the two groups were 52.4 vs. 53.1 months. Parental sensitivity was assessed using PSAS. There was no significant difference in the mean PSAS score between the two birth weight groups (p > 0.3). Birth weight group (p < 0.001) and mother's schooling (p= 0.026) significantly correlated with GCI in the children. The PSAS score was highly significantly correlated to the variance of the GCI (p < 0.001), which was not explained by VLBW and mother's schooling. We found no interactional effect between parental sensitivity and birth weight group (p > 0.5) - the prematurely born children were not more affected by low parental sensitivity than were the control children.

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“…Several investigators have shown that the compounding of risk conditions in poverty environments has negative in uences on children's physical, mental, and social developmen t (e.g., Margolis, Greenberg, & Keyes, 1992;Ricciuti & Scarr, 1990;Sameroff, Seifer, Barocas, Zax, & Greenspan, 1987;Wasik, Ramey, Bryant, & Sparling, 1990). ''T he chronic stress and diminished material and psychological resources that often characterize poverty environments combine in synergistic fashion to the detriment of young children'' (Bradley et al, 1994 , p. 347).…”

Section: Language Development Of Children Reared In Povertymentioning

confidence: 99%

Oral language and reading abilities of first-grade Peruvian children: Associations with child and family factors

Castro¹,

Lubker²,

Bryant³

et al. 2002

International Journal of Behavioral Development

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T his study investigated the relationship between selected child and family demographic characteristic s (child age, child sex, child birth order, maternal education, and parent language status), family processes (parent-to-child reading at home, and parent expectations about child's educational attainment), and preschool experience with poor Peruvian rst-grade children's oral language and reading abilities, and examined whether those factors help to explain differences among children living in poverty. First-grade students (Nˆ137) of ve schools in a poor neighbourhood of Lima, Peru participated in the study. Children were given picture vocabulary, verbal analogies, letterword identi cation, and reading comprehension tests. Information about the children and their families was gathered through parent interviews. Children whose parents had higher expectations obtained higher scores on picture vocabulary, verbal analogies, letter-word identi cation and reading comprehension. Children who attended private and public preschools obtained higher scores in letter-word identi cation than those who did not attend preschool. These ndings support previous researc h on the relevance of family beliefs, above and beyond sociodemographic variables, as contributors to children's oral language and reading, and provide some evidence of the bene ts of preschool among children living in poverty. Future research is recommended to identify the speci c strategies used by low-income Peruvian parents with high expectations to support their children's language and reading; and to determine the relationships between type and quality in Peruvian preschool programmes, and programme practices that may differentially affect children's language and reading skills.

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Interaction of early biological and family risk factors in predicting cognitive development

Cited by 17 publications

References 12 publications

Enhancing Maternal Interactive Behavior and Child Social Competence in Low Birth Weight, Premature Infants

Enhancing Maternal Interactive Behavior and Child Social Competence in Low Birth Weight, Premature Infants

Assessment of parental sensitivity towards pre‐school children born with very low birth weight

Oral language and reading abilities of first-grade Peruvian children: Associations with child and family factors

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