Noble Kimberly G, Engelhardt Laura E, Brito Natalie H, Mack Luke J, Nail Elizabeth J, Angal Jyoti, Barr Rachel, Fifer William P, Elliott Amy J
Pediatrics, Office of Physicians and Surgeons, Columbia University, New York, NY.
Teachers College, Columbia University, New York, NY.
Dev Psychobiol. 2015 Jul;57(5):535-51. doi: 10.1002/dev.21303. Epub 2015 Mar 30.
Socioeconomic status (SES) is strongly associated with cognition and achievement. Socioeconomic disparities in language and memory skills have been reported from elementary school through adolescence. Less is known about the extent to which such disparities emerge in infancy. Here, 179 infants from socioeconomically diverse families were recruited. Using a cohort-sequential design, 90 infants were followed at 9 and 15 months, and 89 were followed at 15 and 21 months. SES disparities in developmental trajectories of language and memory were present such that, at 21 months of age, children of highly educated parents scored approximately .8 standard deviations higher in both language and memory than children of less educated parents. The home language and literacy environment and parental warmth partially accounted for disparities in language, but not memory development.
社会经济地位（SES）与认知和成就密切相关。从小学到青春期，语言和记忆技能方面的社会经济差异已有报道。对于这些差异在婴儿期出现的程度，人们了解较少。在此，招募了179名来自社会经济背景各异家庭的婴儿。采用队列序贯设计，90名婴儿在9个月和15个月时接受跟踪，89名婴儿在15个月和21个月时接受跟踪。语言和记忆发展轨迹存在社会经济地位差异，即到21个月大时，高学历父母的孩子在语言和记忆方面的得分比低学历父母的孩子高出约0.8个标准差。家庭语言和读写环境以及父母的温暖程度部分解释了语言方面的差异，但对记忆发展没有影响。
