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Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance

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Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance. / von Stumm, Sophie; Rimfeld, Kaili; Dale, Philip S.; Plomin, Robert.

In: Child Development, Vol. 91, No. 3, 23.03.2020, p. 705-714.

Research output: Contribution to journalArticlepeer-review

Harvard

von Stumm, S, Rimfeld, K, Dale, PS & Plomin, R 2020, 'Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance', Child Development, vol. 91, no. 3, pp. 705-714. https://doi.org/10.1111/cdev.13364

APA

von Stumm, S., Rimfeld, K., Dale, P. S., & Plomin, R. (2020). Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance. Child Development, 91(3), 705-714. https://doi.org/10.1111/cdev.13364

Vancouver

von Stumm S, Rimfeld K, Dale PS, Plomin R. Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance. Child Development. 2020 Mar 23;91(3):705-714. https://doi.org/10.1111/cdev.13364

Author

von Stumm, Sophie ; Rimfeld, Kaili ; Dale, Philip S. ; Plomin, Robert. / Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance. In: Child Development. 2020 ; Vol. 91, No. 3. pp. 705-714.

Bibtex - Download

@article{e4381148d29848a3865e0fa44493722f,
title = "Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance",
abstract = "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.",
author = "{von Stumm}, Sophie and Kaili Rimfeld and Dale, {Philip S.} and Robert Plomin",
note = "{\textcopyright} 2020 The Authors",
year = "2020",
month = mar,
day = "23",
doi = "10.1111/cdev.13364",
language = "English",
volume = "91",
pages = "705--714",
journal = "Child Development",
issn = "0009-3920",
publisher = "Wiley-Blackwell",
number = "3",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance

AU - von Stumm, Sophie

AU - Rimfeld, Kaili

AU - Dale, Philip S.

AU - Plomin, Robert

N1 - © 2020 The Authors

PY - 2020/3/23

Y1 - 2020/3/23

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=85082690754&partnerID=8YFLogxK

U2 - 10.1111/cdev.13364

DO - 10.1111/cdev.13364

M3 - Article

C2 - 32207146

AN - SCOPUS:85082690754

VL - 91

SP - 705

EP - 714

JO - Child Development

JF - Child Development

SN - 0009-3920

IS - 3

ER -