@article {rosen_cognitive_nodate, title = {Cognitive Stimulation as a Mechanism Linking Socioeconomic Status With Executive Function: A Longitudinal Investigation}, journal = {Child Development}, volume = {91}, number = {4}, year = {2020}, note = {\_eprint: https://srcd.onlinelibrary.wiley.com/doi/pdf/10.1111/cdev.13315}, pages = {762-779}, abstract = {Executive functions (EF), including working memory, inhibition, and cognitive flexibility, vary as a function of socioeconomic status (SES), with children from economically disadvantaged backgrounds having poorer performance than their higher SES peers. Using observational methods, we investigated cognitive stimulation in the home as a mechanism linking SES with EF. In a sample of 101 children aged 60{\textendash}75 months, cognitive stimulation fully mediated SES-related differences in EF. Critically, cognitive stimulation was positively associated with the development of inhibition and cognitive flexibility across an 18-month follow-up period. Furthermore, EF at T1 explained SES-related differences in academic achievement at T2. Early cognitive stimulation{\textemdash}a modifiable factor{\textemdash}may be a desirable target for interventions designed to ameliorate SES-related differences in cognitive development and academic achievement.}, issn = {1467-8624}, doi = {10.1111/cdev.13315}, url = {https://srcd.onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.13315}, author = {Rosen, Maya L. and Hagen, McKenzie P. and Lurie, Lucy A. and Miles, Zoe E. and Sheridan, Margaret A. and Andrew N. Meltzoff and McLaughlin, Katie A.} }