@article {lurie_mechanisms_2021,
	title = {Mechanisms linking socioeconomic status and academic achievement in early childhood: Cognitive stimulation and language},
	journal = {Cognitive Development},
	volume = {58},
	year = {2021},
	abstract = {There is a strong positive association between childhood socioeconomic status (SES) and academic achievement. This disparity may, in part, be explained by differences in early environmental experiences and language development. Cognitive stimulation{\textemdash}including language exposure, access to learning materials, caregiver involvement in children{\textquoteright}s learning, and variety of experiences{\textemdash}varies by SES and may link SES to language development. Childhood language development in turn is associated with academic achievement. In the current longitudinal study of 101 children (60{\textendash}75 months), SES was positively associated with cognitive stimulation and performance on language measures. Cognitive stimulation mediated the association between SES and children{\textquoteright}s language. Furthermore, children{\textquoteright}s language mediated the association between SES and academic achievement 18 months later. In addition to addressing broader inequalities in access to resources that facilitate caregivers{\textquoteright} abilities to provide cognitive stimulation, cognitive stimulation itself could be targeted in future interventions to mitigate SES-related disparities in language and academic achievement.},
	keywords = {Cognitive development, Home environment, Language Development, Longitudinal Studies, SES-achievement gap, Societal inequities},
	issn = {0885-2014},
	doi = {10.1016/j.cogdev.2021.101045},
	url = {https://www.sciencedirect.com/science/article/pii/S088520142100040X},
	author = {Lurie, Lucy A. and Hagen, McKenzie P. and McLaughlin, Katie A. and Sheridan, Margaret A. and Andrew N. Meltzoff and Rosen, Maya L.}
}
