Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance.
Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance.
复制标题
学龄前语言和非语言能力调节社会经济地位和学校表现之间的关联。
DOI：
10.1111/cdev.13364
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发表时间：
2020
影响因子：
4.6
通讯作者：
Plomin,Robert
中科院分区：
文献类型：
--
作者：
vonStumm,Sophie;Rimfeld,Kaili;Dale,PhilipS;Plomin,Robert
我们比较了家庭社会经济地位（SES）对7岁至16岁儿童学校表现的长期影响程度，这些影响是由他们的学前语言和非语言能力介导的。在661名英国儿童中，他们在4.5岁时完成了17项研究人员管理的能力测试，SES与语言能力的相关性比非语言能力更强（0.39比0.26）。在7岁时，语言能力在社会经济地位和学校表现之间的联系中起了大约一半的作用，而非语言能力占了三分之一。只有社会经济地位，而不是语言或非语言能力，与7至16岁的学校表现的变化有关。我们发现，与SES相关的学校表现差异仅部分通过儿童的学前言语能力传递。
We compared the extent to which the long‐term influence of family socioeconomic status (SES) on children's school performance from age 7 through 16 years was mediated by their preschool verbal and nonverbal ability. In 661 British children, who completed 17 researcher‐administered ability tests at age 4.5 years, SES correlated more strongly with verbal than nonverbal ability (.39 vs. .26). Verbal ability mediated about half of the association between SES and school performance at age 7, while nonverbal ability accounted for a third of the link. Only SES, but not verbal or nonverbal ability, was associated with changes in school performance from age 7 to 16. We found that SES‐related differences in school performance are only partly transmitted through children's preschool verbal abilities.