Parental socioeconomic status, communication, and children's vocabulary development: a third-generation test of the family investment model.

This third-generation, longitudinal study evaluated a family investment perspective on family socioeconomic status (SES), parental investments in children, and child development. The theoretical framework was tested for first-generation parents (G1), their children (G2), and the children of the second generation (G3). G1 SES was expected to predict clear and responsive parental communication. Parental investments were expected to predict educational attainment and parenting for G2 and vocabulary development for G3. For the 139 families in the study, data were collected when G2 were adolescents and early adults and their oldest biological child (G3) was 3-4 years of age. The results demonstrate the importance of SES and parental investments for the development of children and adolescents across multiple generations.

Sohr-Preston SL ，Scaramella LV ，Martin MJ ，Neppl TK ，Ontai L ，Conger R ... -  《-》

Continuities in antisocial behavior and parenting across three generations.

Smith CA ，Farrington DP 《JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY》

Evaluation of the interactionist model of socioeconomic status and problem behavior: a developmental cascade across generations.

Martin MJ ，Conger RD ，Schofield TJ ，Dogan SJ ，Widaman KF ，Donnellan MB ，Neppl TK ... -  《-》

Intergenerational continuity in parenting behavior: mediating pathways and child effects.

Neppl TK ，Conger RD ，Scaramella LV ，Ontai LL ... -  《-》

Decomposing the social gradient in children's vocabulary skills at 3 years of age: A mediation analysis using data from a large representative cohort study.

Disparities in children's expressive language by socio-economic status are evident early in childhood and impact children's development and educational attainment. This study investigated the processes by which maternal education, as a powerful indicator for socio-economic status, affects early expressive language. A nationally representative cohort study of 8,062 children resident in the Republic of Ireland were assessed on the British Ability Scales (BAS) Naming Vocabulary Test at 36 months. A significant difference of almost six points was found between the mean vocabulary test scores of children whose mothers had completed the minimum level of educational attainment compared with children whose mothers had a degree-level qualification. Mediation analysis revealed that 78% of the difference was explained by mediating variables, with differences in household income, parental practice, and material resources accounting for most of the variation. The findings support interventions which redress gaps in maternal education, income, and caregiving.

McNally S ，McCrory C ，Quigley J ，Murray A ... -  《-》