Breaking cycles of risk: The mitigating role of maternal working memory in associations among socioeconomic status, early caregiving, and children's working memory.
Breaking cycles of risk: The mitigating role of maternal working memory in associations among socioeconomic status, early caregiving, and children's working memory.
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DOI：
10.1017/s095457941600119x
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发表时间：
2017-10
影响因子：
3.3
通讯作者：
Skibo MA
中科院分区：
文献类型：
--
作者：
Suor JH;Sturge-Apple ML;Skibo MA
先前的研究记录了儿童工作记忆的社会经济差异；然而，这些影响背后的近端看护机制尚不为人所知。本研究旨在探讨早期家庭社会经济地位对儿童工作记忆的影响是否通过照顾经历，特别是母亲严厉的纪律和反应性来调解。本研究还利用育儿的心理生物学框架，在中介模型中检验了母亲工作记忆是否调节了家庭社会经济背景与母亲严厉管教和反应之间的初始路径。样本包括185名社会经济状况不同的母子二人组，他们在孩子3.5岁和5岁时接受了评估。结果表明，母亲严厉管教是儿童早期家庭社会经济逆境经历与较低工作记忆结果之间关系的独特中介。母亲工作记忆的个体差异是一个强有力的个体差异因素，它特别缓和了低社会经济背景下严厉纪律的中介影响。这些发现对儿童工作记忆结果缺陷的早期风险过程和亲子干预的潜在目标具有启示意义。
Previous research has documented socioeconomic-related disparities in children’s working memory; however, the putative proximal caregiving mechanisms that underlie these effects are less known. The present study sought to examine whether the effects of early family socioeconomic status on children’s working memory were mediated through experiences of caregiving, specifically maternal harsh discipline and responsiveness. Utilizing a psychobiological framework of parenting, the present study also tested whether maternal working memory moderated the initial paths between the family socioeconomic context and maternal harsh discipline and responsiveness in the mediation model. The sample included 185 socioeconomically diverse mother–child dyads assessed when children were 3.5 and 5 years old. Results demonstrated that maternal harsh discipline was a unique mediator of the relation between early experiences of family socioeconomic adversity and lower working memory outcomes in children. Individual differences in maternal working memory emerged as a potent individual difference factor that specifically moderated the mediating influence of harsh discipline within low socioeconomic contexts. The findings have implications for early risk processes underlying deficits in child working memory outcomes and potential targets for parent–child interventions.