Socioeconomic position, family context, and child cognitive development
Open accessPublished version of a preprint
Abstract
Socioeconomic position (SEP) may have different effects on cognitive development and family context could play a role in this association. This work aimed to analyse the role of socioeconomic positions, measured via various indicators collected longitudinally, in cognitive development at 7–11 years of age, evaluating the role of family context as a potential mediator. The study sample included 394 and 382 children from the INMA Gipuzkoa and Valencia cohorts, respectively. SEP indicators were assessed during pregnancy (family social class, parental education, employment, and disposable income) and at 7 (Gipuzkoa) and 11 (Valencia) years of age (At Risk of Poverty or Social Exclusion (AROPE)). Family context and cognitive development were measured with the Haezi-Etxadi Family Assessment Scale 7–11 (HEFAS 7–11) and Raven’s Coloured Progressive Matrices (Raven’s CPM), respectively. Linear regression models were developed to assess the relationships between (a) SEP-family context, (b) SEP-cognitive development, and (c) family context-cognitive development, adjusting for a priori-selected confounders. Simple and multiple mediation analyses were performed to explore the role of family context in the SEP-cognitive development relationship. Lower SEP was related with a lower cognitive score, this association being particularly robust for family social class. SEP indicators were related to subscales of family context, in particular those regarding cognitive stimulation, parental stress, and parenting. A relationship was also found between these three subscales and child cognitive development, mediating the effect of family social class on child cognition by 5.2, 5.5, and 10.8%, respectively, and 12.0% jointly. Conclusion : Both family SEP and context contribute to a child’s cognitive development. Equalising policies and positive parenting programmes could contribute to improving cognitive development in children. What is Known: • Parental social class, education, and employment status have been widely employed to measure socioeconomic position . What is New: • This work focuses on standard measurements of socioeconomic position but also other economic indicators such as the EHII and AROPE, and their effect on child cognitive development and family context . • Promotion of cognitive and linguistic development, parental stress and conflict, and parental profile fostering child development mediated the effect of family social class on cognitive development .
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Written from the paper’s full text.
TL;DR
In two Spanish INMA cohorts, lower socioeconomic position was associated with lower child cognitive scores at 7–11 years, most consistently for family social class. Family context—especially cognitive stimulation, parental stress/conflict, and parenting profile—was related to both SEP and cognition and mediated part of the social-class effect on cognitive development.
Key findings
- Lower SEP was related to lower Raven’s CPM scores, with the most robust association for family social class. In minimally adjusted models, lowest vs highest family social class was −0.86 (95% CI −1.53, −0.18); no vs both highly educated parents was −0.96 (−1.79, −0.13); lowest vs highest EHII was −1.00 (−2.14, 0.14). Adjustment reduced magnitudes, and AROPE/risk of poverty estimates were close to 0.
- SEP indicators were related to family-context subscales, particularly cognitive stimulation, parental stress/conflict, and parenting. For example, lowest vs highest family social class was associated with Subscale 1 (Cognitive) at −4.79 (−7.07, −2.51); lowest vs highest EHII with Subscale 4 (Stress) at −3.88 (−7.10, −0.66); and low work intensity with Subscale 4 at −6.24 (−10.39, −2.09). Subscales 2 (Emotional) and 3 (Organisation) showed no SEP associations.
- Family-context Subscales 1 (Cognitive; 0.03 [0.00, 0.05]), 4 (Stress; 0.03 [−0.01, 0.06]), and 5 (Parenting; 0.05 [0.02, 0.09]) were associated with Raven’s CPM; Subscales 2 and 3 were not.
- Mediation analyses used family social class. The results text reports single mediation of 9.2% for cognitive stimulation, 5.8% for parental stress/conflict, 19.8% for parenting, and 24.3% jointly; the abstract reports 5.2%, 5.5%, 10.8%, and 12.0% jointly.
Methods
- Population-based mother–child INMA cohorts in Gipuzkoa and Valencia; analysis included 394 and 382 children, respectively. SEP was measured in pregnancy (family social class, parental education, employment, EHII) and at 7 years (Gipuzkoa) or 11 years (Valencia) with AROPE.
- Family context was measured with HEFAS 7–11, and cognitive development with Raven’s Coloured Progressive Matrices.
- Linear regression models assessed SEP–family context, SEP–cognition, and family context–cognition associations, adjusted for a priori confounders. Counterfactual mediation analysis with imputation estimated single and multiple mediation; inverse probability of participation weighting addressed attrition.
Limitations
- Stated: cohort attrition was substantial—the analysis sample was 58% of the initial sample and differed from baseline, with more Spanish parents and higher education/social class. Inverse probability weighting was used to adjust for potential attrition.
- Stated: some exposure–outcome associations were estimated from cross-sectional data, and the temporal relationship between family interactions/context and cognitive functioning cannot be established with certainty.
- Evident from the text: the abstract and results report different mediation percentages for the same subscales, which limits confidence in the precision of the mediation estimates.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
12 of 35 cited sources checked · 10 supported · 0 flagged · accuracy not yet measured
- Premisecitation
A lack of sensitive scaffolding may result in a less stimulating context for cognitive development.
“a lack of sensitive scaffolding may result in a less stimulating context for cognitive development [16–19].”
Quote in the paperSubstantial claim2 of 4 sources checked- cites [16] Dräger J, Pforr K (2022) The multiple mediators of early differences in academic abilities by parental financial resources in Germany. Adv Life Course Res 52:100476. https://doi.org/10.1016/j.alcr.2022.100476 source
- cites [17] Li Y, Yang H, Luo L (2021) Poverty exposure and cognitive abilities of children in rural China: causation and the roles of family investments. Child Youth Serv Rev 121:105747. https://doi.org/10.1016/j.childyouth.2020.105747 source
- cites [18] de Neubourg E, Borghans L, Coppens K, Jansen M (2018) Explaining children’s life outcomes: parental socioeconomic status, intelligence and neurocognitive factors in a dynamic life cycle model. Child Indic Res 11:1495–1513. https://doi.org/10.1007/s12187-017-9481-8 source
The Dynamic Life Cycle Model section says parental behaviour and investments influence children’s cognitive development, and that poorer parents may have a less effective parenting style. It does not discuss sensitive scaffolding specifically or establish that its absence produces a less stimulating context. Page numbers are unavailable in our copy. (LLM, conf=0.78)
Experimental — accuracy not yet measured - cites [19] Simons LG, Wickrama K, a. S, Lee TK, et al (2016) Testing family stress and family investment explanations for conduct problems among African American adolescents. J Marriage Fam 78:498–515. https://doi.org/10.1111/jomf.12278 source
- Premisecitation
The Equivalised Household Income Indicator overcame some of the difficulties deriving from total disposable income.
“The Equivalised Household Income Indicator (EHII) [9] overcame some of the difficulties deriving from total disposable income with data from the European Statistics on Income and Living Conditions (EU-SILC) [10] and the characteristics of the study participants.”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites [9] Pizzi C, Richiardi M, Charles M-A et al (2020) Measuring child socio-economic position in birth cohort research: the development of a novel standardized household income indicator. Int J Environ Res Public Health 17:E1700. https://doi.org/10.3390/ijerph17051700 source
- Rests on an assumption: Family income is not easy to measure.
- Premisecitation
The family stress model shows that more stressed parents have greater difficulties in providing good-quality cognitive and socioemotional scaffolding and subsequently promoting cognition.
“Both factors seem to be involved in the family stress model, which shows that more stressed parents have greater difficulties in providing good-quality cognitive and socioemotional scaffolding [29] and, subsequently, promoting cognition [28].”
Quote in the paperSubstantial claim1 of 2 sources checked- cites [29] Barreto-Zarza F, Arranz-Freijo EB (2022) Family context, parenting and child development: an epigenetic approach. Soc Sci 11:113. https://doi.org/10.3390/socsci11030113 source
- cites [28] Masarik AS, Conger RD (2017) Stress and child development: a review of the Family Stress Model. Curr Opin Psychol 13:85–90. https://doi.org/10.1016/j.copsyc.2016.05.008 source
- Premisecitation
Events occurring within the family context could influence cognitive development.
“In addition to the potential effects of SEP, events occurring within the family context could influence cognitive development [11].”
Quote in the paperSubstantial claim1 of 1 sources checked- cites [11] Pearce A, Dundas R, Whitehead M, Taylor-Robinson D (2019) Pathways to inequalities in child health. Arch Dis Child 104:998–1003. https://doi.org/10.1136/archdischild-2018-314808 source
- Premisecitation
Economic resources and cognitive and socioemotional scaffolding are transmitted through parenting.
“Economic resources and cognitive and socioemotional scaffolding are transmitted through parenting (the attitudes and practices that parents deploy to care for their children) [20, 24, 25].”
Quote in the paperSubstantial claim2 of 3 sources checked- cites [20] Zhang Y (2021) The role of socioeconomic status and parental investment in adolescent outcomes. Child Youth Serv Rev 129:106186. https://doi.org/10.1016/j.childyouth.2021.106186 source
- cites [24] Roubinov DS, Boyce WT (2017) Parenting and SES: relative values or enduring principles? Curr Opin Psychol 15:162–167. https://doi.org/10.1016/j.copsyc.2017.03.001 source
- cites [25] Bi X, Yang Y, Li H et al (2018) Parenting styles and parent–adolescent relationships: the mediating roles of behavioral autonomy and parental authority. Front Psychol 9:2187. https://doi.org/10.3389/fpsyg.2018.02187 source
The Introduction defines parenting style in terms of parents’ attitudes and behaviors, and the Discussion describes warmth, support, and supervision in parent–adolescent relationships (page unavailable). These passages support the parenting and socioemotional-support aspects, but the paper does not say that economic resources or cognitive scaffolding are transmitted through parenting. (LLM, conf=0.83)
Experimental — accuracy not yet measured
- Findingown data
Lower SEP was related with a lower cognitive score in children at 7-11 years.
“Lower SEP was related with a lower cognitive score, this association being particularly robust for family social class.”
Quote in the paperSubstantial claim - Findingown data
No interactions by sex or cohort were found in the analyses.
“In all analyses, we explored the potential modification effects by sex and cohort; however, we did not find interactions by any of these variables.”
Quote in the paperNot a substantial claim - Findingown data
SEP indicators were related to subscales of family context, in particular those regarding cognitive stimulation, parental stress, and parenting.
“SEP indicators were related to subscales of family context, in particular those regarding cognitive stimulation, parental stress, and parenting.”
Quote in the paperSubstantial claim - Findingown data
The association between SEP and cognitive score was particularly robust for family social class.
“Lower SEP was related with a lower cognitive score, this association being particularly robust for family social class.”
Quote in the paperSubstantial claim - Findingown data
The HEFAS subscales regarding cognitive stimulation, parental stress, and parenting were related to child cognitive development.
“A relationship was also found between these three subscales and child cognitive development, mediating the effect of family social class on child cognition by 5.2, 5.5, and 10.8%, respectively, and 12.0% jointly.”
Quote in the paperSubstantial claim - Findingown data
For Subscale 4 (Stress), all SEP indicators showed that more deprived families reported lower family context scores.
“For Subscale 4. Stress, all SEP indicators show that more deprived families reported lower family context scores.”
Quote in the paperNot a substantial claim - Findingown data
No interactions by sex or cohort were found in the mediation analyses.
“In all analyses, we explored the potential modification effects by sex and cohort, however, we did not find interactions by any of these variables.”
Quote in the paperNot a substantial claim - Findingown data
The negative associations of all SEP indicators were particularly strong with Subscale 5 (Parenting).
“The negative associations of all SEP indicators were particularly strong with Subscale 5. Parenting.”
Quote in the paperNot a substantial claim - Findingown data
Having at least one parent unemployed was linked to lower cognitive scores.
“Having at least one parent unemployed was also linked to lower cognitive scores.”
Quote in the paperSubstantial claim - Findingown data
In adjusted models, the association of material deprivation with cognitive scores remained similar to the minimally adjusted models.
“In the adjusted models, the association of material deprivation remained similar to the minimally adjusted models.”
Quote in the paperNot a substantial claim - Findingown data
The indirect joint effect of all three subscales (1, 4, and 5) was −0.18 (95% CI −0.40 to −0.03), mediating 24.3% of the total effect.
“The indirect joint effect with all three Subscales considered was (− 0.18 [− 0.40, − 0.03]), mediating 24.3% of the total effect.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Family interactions and context are likely to precede cognitive functioning.
- Findingown data
In minimally adjusted models, family social class, family education, and EHII showed a social gradient in Raven's CPM scores, with lower cognitive scores in more socioeconomically deprived families.
“Family social class (B[95%CI]) (middle vs. highest: − 0.05 [− 0.82, 0.73]), (lowest vs. highest: − 0.86 [− 1.53, − 0.18]), family education (one vs. both highly educated: − 1.08 [− 1.94, 0.22]), (none vs. both highly educated: − 0.96 [− 1.79, − 0.13]); and EHII (middle vs. highest: − 0.35 [− 0.98, 0.29]), (lowest vs. highest: − 1.00 [− 2.14, 0.14]) presented a social gradient in the minimally adju”
Quote in the paperSubstantial claim - Findingown data
Subscale 1 alone mediated up to 9.2% of the relationship between social class and Raven's CPM.
“This subscale alone mediated up to 9.2% of the relationship between social class and Raven’s CPM.”
Quote in the paperNot a substantial claim- The authors state this as an assumption: Family interactions and context are likely to precede cognitive functioning.
- Findingown data
There were no associations between SEP and Subscales 2 (Emotional) and 3 (Organisation).
“There were no associations with SEP in the case of Subscales 2. Emotional and 3. Organisation.”
Quote in the paperNot a substantial claim - Findingown data
The percentage of the total effect of family social class on child cognition mediated by Subscale 5 (Parenting) was 19.8% (indirect effect −0.14, 95% CI −0.29 to −0.03).
“The percentage total effect of family social class on child cognition mediated by Subscale 5. Parenting was 19.8% (indirect effect (− 0.14 [− 0.29, -0.03])).”
Quote in the paperSubstantial claim- The authors state this as an assumption: Family interactions and context are likely to precede cognitive functioning.
- Findingown data
Subscale 1 (Cognitive) was inversely related to most SEP indicators, including family social class.
“Subscale 1. Cognitive presents similar trends to those observed for cognitive scores, being inversely related to most SEP indicators, including family social class (middle vs. highest: − 2.91 [− 5.37, − 0.45]), (lowest vs. highest: − 4.79 [− 7.07, − 2.51]).”
Quote in the paperSubstantial claim - Premisecitation
Socioeconomic position amplifies differences in child cognitive development.
“Socioeconomic position (SEP) amplifies differences in child cognitive development [4] and has been traditionally measured via social class, education level, or/and employment status [5].”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [4] Burneo-Garcés C, Cruz-Quintana F, Pérez-García M et al (2019) Interaction between socioeconomic status and cognitive development in children aged 7, 9, and 11 years: a cross-sectional study. Dev Neuropsychol 44:1–16. https://doi.org/10.1080/87565641.2018.1554662 source
- Premisecitation
Families with greater social vulnerability provide less and poorer cognitive and socioemotional scaffolding.
“Families with greater social vulnerability (those with less income, lower social class, or education) spend less time and resources on their children’s education, engage in fewer activities [13], and provide less and poorer cognitive and socioemotional scaffolding [14].”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [14] Mermelshtine R (2017) Parent–child learning interactions: a review of the literature on scaffolding. Br J Educ Psychol 87:241–254. https://doi.org/10.1111/bjep.12147 source
- Study design and conductown data
Sensitivity analyses did not greatly change the results for AROPE indicators compared to fully adjusted models.
“Sensitivity analyses did not greatly change the results for AROPE indicators when compared to the fully adjusted models.”
Quote in the paperNot a substantial claim - Interpretationown data
These aspects of family interactions mediated around one fourth of the total effect of SEP on child cognitive development.
“These aspects of family interactions mediated around one fourth of the total effect of SEP on child cognitive development.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Family interactions and context are likely to precede cognitive functioning.
- Interpretationown data
Family context played an important role in the relationship between social class and cognitive development.
“In our work, family context played an important role in the relationship between social class and cognitive development.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Family interactions and context are likely to precede cognitive functioning.
- Interpretationown data
In the case of family social class, this association had an important impact on both family context and cognitive development.
“and in the case of family social class, this association had an important impact on both family context and cognitive development.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Family interactions and context are likely to precede cognitive functioning.
- Study design and conductreasoning
Inverse probability weighting was employed to adjust for potential sample attrition.
“For this reason, we employed inverse probability weighting to adjust by potential sample attrition.”
Quote in the paperSubstantial claim - Premisecitation
The family stress model seems to be related to child development.
“The family stress model seems to be related to child development [20, 28, 53].”
Quote in the paperNot a substantial claim0 of 3 sources checked- cites [20] Zhang Y (2021) The role of socioeconomic status and parental investment in adolescent outcomes. Child Youth Serv Rev 129:106186. https://doi.org/10.1016/j.childyouth.2021.106186 source
- cites [28] Masarik AS, Conger RD (2017) Stress and child development: a review of the Family Stress Model. Curr Opin Psychol 13:85–90. https://doi.org/10.1016/j.copsyc.2016.05.008 source
- cites [53] Saitadze I, Lalayants M (2021) Mechanisms that mitigate the effects of child poverty and improve children’s cognitive and social–emotional development: a systematic review. Child Fam Soc Work 26:289–308. https://doi.org/10.1111/cfs.12809 source
- Interpretationown data
In conclusion, different SEP indicators suggest that more socially deprived families have children with lower cognitive development.
“In conclusion, we found that different SEP indicators suggest that more socially deprived families have children with lower cognitive development”
Quote in the paperSubstantial claim - Study design and conductreasoning
In the mediation analysis, the temporal relationship between family interactions/context and cognitive functioning cannot be established with certainty.
“In the mediation analysis, we hypothesised that family interactions and context are likely to precede cognitive functioning; however, the temporal relationship between the two cannot be established with certainty.”
Quote in the paperNot a substantial claim - Interpretationown data
Family social class was related to family context.
“We also found that family social class was related to family context.”
Quote in the paperSubstantial claim - Study design and conductown data
Some exposure-outcome associations were estimated from cross-sectional data.
“Secondly, some of the exposure-outcome associations were estimated from cross-sectional data.”
Quote in the paperNot a substantial claim - Interpretationown data
In our analyses, the most important mediating factor was parenting profile fostering child development.
“while in our analyses, the most important mediating factor was parenting profile fostering child development.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Family interactions and context are likely to precede cognitive functioning.
- Interpretationown data
Family context might play a relevant role in the relation between SEP and cognitive development.
“In addition, our findings suggest that in the relation between SEP and cognitive development, family context might play a relevant role.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Family interactions and context are likely to precede cognitive functioning.
- Interpretationown data
The most consistent associations between SEP and cognitive development were observed for family social class.
“The most consistent associations were observed for family social class.”
Quote in the paperSubstantial claim - Premisecitation
The most feasible explanation for the association between SEP and cognition is the latency model: exposure to low SEP in critical windows of development could impair cognitive functioning.
“The most feasible explanation for this is known as the latency model, this is that the exposure to low SEP in critical windows of development could impair cognitive functioning [45].”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [45] Skoblow HF, Proulx CM, Palermo F (2024) Childhood socioeconomic position and later-life cognitive functioning in the U.S.: a critical review. Dev Rev 71:101104. https://doi.org/10.1016/j.dr.2023.101104 source
- Interpretationown data
Overall, there is an inverse association between socioeconomic deprivation and cognitive development.
“Overall, we observed an inverse association between socioeconomic deprivation and cognitive development.”
- Also stated in: § Discussion · plain
“Children from more economically deprived backgrounds scored lower in cognitive development.”
Quote in the paperSubstantial claim - Also stated in: § Discussion · plain
- Interpretationown data
Cognitive scaffolding, parental stress, and parenting could jointly mediate 24.3% of the relationship between SEP and child cognitive development.
“This mediation was especially strong in the case of parenting, and we found that cognitive scaffolding, parental stress, and parenting could jointly mediate 24.3% of this relationship.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Family interactions and context are likely to precede cognitive functioning.
- May combine two claims. 22
- Classified as probably not a substantial claim. 20
May combine two claims.
PremisecitationParenting is influenced by perceptions and beliefs about parenting itself and by the level of parental stress.
“Parenting is influenced by perceptions and beliefs about parenting itself [24, 26] and the level of parental stress [27, 28].”
Quote in the paperSubstantial claim2 of 4 sources checked- cites [24] Roubinov DS, Boyce WT (2017) Parenting and SES: relative values or enduring principles? Curr Opin Psychol 15:162–167. https://doi.org/10.1016/j.copsyc.2017.03.001 source
- cites [26] National Academies of Sciences E, Education D of B and SS and, Board on Children Y et al (2016) Parenting knowledge, attitudes, and practices. In: Parenting matters: supporting parents of children ages 0–8. National Academies Press (US)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [27] Blair C, Raver CC (2016) Poverty, stress, and brain development: new directions for prevention and intervention. Acad Pediatr 16:S30–S36. https://doi.org/10.1016/j.acap.2016.01.010 source
- cites [28] Masarik AS, Conger RD (2017) Stress and child development: a review of the Family Stress Model. Curr Opin Psychol 13:85–90. https://doi.org/10.1016/j.copsyc.2016.05.008 source
Classified as probably not a substantial claim. May combine two claims.
PremisecitationAccording to the Bronfenbrenner/Pearce framework, SEP may affect family context, and family context may in turn affect child development.
“According to this framework, SEP may have an effect on family context, and this environment may, in turn, have an effect on child development.”
Quote in the paperSubstantial claim1 of 2 sources checked- cites [12] Bronfenbrenner U (1994) Ecological models of human development. In: International Encyclopedia of Education, 2nd ed. Oxford: Elsevier, Freeman, NY
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [11] Pearce A, Dundas R, Whitehead M, Taylor-Robinson D (2019) Pathways to inequalities in child health. Arch Dis Child 104:998–1003. https://doi.org/10.1136/archdischild-2018-314808 source
May combine two claims.
PremisecitationRaven's Coloured Progressive Matrices has strong construct validity and high discriminant validity.
“It has strong construct validity and high discriminant validity [38].”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites [38] Antoniou F, Alkhadim G, Mouzaki A, Simos P (2022) A psychometric analysis of Raven’s Colored Progressive Matrices: evaluating guessing and carelessness using the 4PL item response theory model. J Intell 10:6. https://doi.org/10.3390/jintelligence10010006 source
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationThe AROPE indicator includes self-reported family income, which could lead to biased responses.
“However, the AROPE indicator includes self-reported family income, which could lead to biased responses [7].”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites [7] González L, Estarlich M, Murcia M et al (2021) Poverty, social exclusion, and mental health: the role of the family context in children aged 7–11 years INMA mother-and-child cohort study. Eur Child Adolesc Psychiatry. https://doi.org/10.1007/s00787-021-01848-w source
May combine two claims.
Findingown dataThe HEFAS subscales regarding cognitive stimulation, parental stress, and parenting mediated the effect of family social class on child cognition by 5.2%, 5.5%, and 10.8%, respectively, and 12.0% jointly.
“A relationship was also found between these three subscales and child cognitive development, mediating the effect of family social class on child cognition by 5.2, 5.5, and 10.8%, respectively, and 12.0% jointly.”
- Also stated in: § Abstract · plain
“Promotion of cognitive and linguistic development, parental stress and conflict, and parental profile fostering child development mediated the effect of family social class on cognitive development.”
Quote in the paperSubstantial claim- The authors state this as an assumption: The standard assumptions of the counterfactual mediation approach hold for the mediation model.
- Also stated in: § Abstract · plain
May combine two claims.
Findingown dataNo modification effect of sex or cohort was found.
“No modification effect of sex or cohort was found.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataIn single mediation analysis, Subscale 1 (Cognitive) had a direct effect of −0.62 (95% CI −0.96 to 0.71) and an indirect effect of −0.06 (95% CI −0.16 to 0.03).
“In the single mediation analysis, Subscale 1. Cognitive, presented the following estimates: direct effect was (B [95%CI]) (− 0.62 [− 0.96, 0.71]), and indirect effect was (− 0.06 [− 0.16, 0.03]).”
Quote in the paperNot a substantial claim- The authors state this as an assumption: Family interactions and context are likely to precede cognitive functioning.
May combine two claims.
Findingown dataAROPE, risk of poverty, and material deprivation showed a negative association with cognitive scores, although with 95% CIs crossing the null value.
“AROPE, risk of poverty or material deprivation showed a similar negative association although with 95%CI crossing the null value.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataSubscales 1 (Cognitive), 4 (Stress), and 5 (Parenting) were positively associated with Raven's CPM.
“Subscales. 1. Cognitive (0.03 [0.00, 0.05]), 4. Stress (0.03 [− 0.01, 0.06]), and 5. Parenting (0.05 [0.02, 0.09]) were more strongly associated with Raven’s CPM”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataAdjustment for confounders reduced the magnitude of the associations, but the direction did not change for most SEP exposures, while for AROPE and risk of poverty the associations were close to 0.
“The adjustment for confounders reduced the magnitude of the associations; however, the direction did not change for most SEP exposures, while for AROPE and risk of poverty were close to 0.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataIn single mediation analysis, Subscale 4 (Stress) had an indirect effect of −0.08 (95% CI −0.19 to 0.08) and mediated 5.8% of the SEP-child cognition effect.
“The single mediation for Subscale 4. Stress presented similar estimates (indirect effect (− 0.08 [− 0.19, 0.08])), mediating 5.8% of the SEP-child cognition effect.”
Quote in the paperNot a substantial claim- The authors state this as an assumption: Family interactions and context are likely to precede cognitive functioning.
May combine two claims.
Findingown dataSubscales 2 (Emotional) and 3 (Organisation) did not show an association with child cognition.
“Subscales 2. Emotional and 3. Organisation did not show an association with child cognition.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductown dataThe study was approved by local institutional ethical review boards and participants gave their consent.
“Cohorts were approved by local institutional ethical review boards, and participants gave their consent.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).
PremisecitationTotal disposable income should be considered only after tax deductions and social transfers standardised by household size and composition.
“Family income is not easy to measure, and the total income of a family should be considered only after tax deductions and social transfers standardised by household size and composition (total disposable income) [8].”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [8] Eurostat (2021) Glossary:equivalised disposable income. https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Glossary:Equivalised_disposable_income. Accessed 22 Jun 2022
Not checked in the free run.
May combine two claims.
Study design and conductown dataThe HEFAS 7-11 subscales have good internal consistency and are independent between them.
“The subscales have good internal consistency, are independent between them, and assess a wide range of family context and parenting variables in 85 Likert-type items.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Study design and conductnone givenMediation was adjusted for the confounders of the fully adjusted models.
“Mediation was further adjusted for the confounders of the fully adjusted models.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Study design and conductown dataTo handle sample attrition, inverse probability of participation weighting was used.
“To handle sample attrition, we used the inverse probability of participation weighting method.”
Quote in the paperSubstantial claimMay combine two claims.
PremisecitationFamilies with greater social vulnerability spend less time and resources on their children's education and engage in fewer activities.
“Families with greater social vulnerability (those with less income, lower social class, or education) spend less time and resources on their children’s education, engage in fewer activities [13], and provide less and poorer cognitive and socioemotional scaffolding [14].”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [13] Schaub M (2015) Is there a home advantage in school readiness for young children? Trends in parent engagement in cognitive activities with young children, 1991–2001. J Early Child Res 13:47–63. https://doi.org/10.1177/1476718X12468122 source
May combine two claims.
Interpretationown dataBoth family SEP and family context contribute to a child's cognitive development.
“Conclusion: Both family SEP and context contribute to a child’s cognitive development.”
Quote in the paperSubstantial claim- The authors state this as an assumption: The standard assumptions of the counterfactual mediation approach hold for the mediation model.
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenThis study conforms to the principles embodied in the Declaration of Helsinki.
“This study conforms to the principles embodied in the Declaration of Helsinki.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductcitationThe choice of SEP variables was based on typical recommendations for measuring socioeconomic position in birth cohort studies.
“The choice of these variables was based on the typical recommendations for measuring socioeconomic position in birth cohort studies [5].”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [5] Dahlgren G, Whitehead M (2010) Estrategias europeas para la lucha contra las desigualdades sociales en salud: Desarrollando el máximo potencial de salud para toda la población - Parte 2 (publicado originalmente como Concepts and principles for tackling social inequities in health: Levelling up Part 2). Ministerio de Sanidad y Política Social (originalmente publicado por la Oficina Regional de la OMS para Europa)
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationSEP has been traditionally measured via social class, education level, or/and employment status.
“Socioeconomic position (SEP) amplifies differences in child cognitive development [4] and has been traditionally measured via social class, education level, or/and employment status [5].”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [5] Dahlgren G, Whitehead M (2010) Estrategias europeas para la lucha contra las desigualdades sociales en salud: Desarrollando el máximo potencial de salud para toda la población - Parte 2 (publicado originalmente como Concepts and principles for tackling social inequities in health: Levelling up Part 2). Ministerio de Sanidad y Política Social (originalmente publicado por la Oficina Regional de la OMS para Europa)
Not checked in the free run.
Classified as probably not a substantial claim. May combine two claims.
Study design and conductown dataAn analysis of residuals was carried out, and the assumptions were met to apply a linear regression.
“An analysis of the residuals was carried out, and it was observed that the assumptions were met to apply a linear regression.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenMissing data at baseline were treated using a complete case approach.
“Missing data at baseline were treated using a complete case approach.”
Quote in the paperNot a substantial claimMay combine two claims.
Study design and conductown dataThe analysis sample was 58% of the initial sample and differed from the baseline sample (Spanish parents with a higher education level and social class were more frequent in the analysis sample).
“our analysis sample was 58% of the initial sample and differed from the baseline sample (Spanish parents with a higher education level and social class were more frequent in the analysis sample).”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationPrevious works observed that more highly educated parents provide contingent scaffolding.
“Previous works observed that more highly educated parents provide contingent scaffolding [14].”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [14] Mermelshtine R (2017) Parent–child learning interactions: a review of the literature on scaffolding. Br J Educ Psychol 87:241–254. https://doi.org/10.1111/bjep.12147 source
May combine two claims.
Interpretationown dataParenting profile fostering child development, and the total joint mediation model, played an important role in the SEP-cognitive development association.
“We also found that parenting profile fostering child development, and the total joint mediation model, played an important role in the SEP-cognitive development association.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Family interactions and context are likely to precede cognitive functioning.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationParental stress has been previously linked to scarcity of resources.
“Parental stress has also been previously linked to scarcity of resources [28]”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [28] Masarik AS, Conger RD (2017) Stress and child development: a review of the Family Stress Model. Curr Opin Psychol 13:85–90. https://doi.org/10.1016/j.copsyc.2016.05.008 source
May combine two claims.
Interpretationown dataAll SEP indicators considered were strongly associated with some family context subscales, with poorer SEP related to a less positive family context.
“We observed that all SEP indicators considered were strongly associated with some family context subscales, finding that poorer SEP related to a less positive family context (less stimulating cognitive and linguistic context, higher stress and conflict, and less parental promotion of child development).”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationSEP is less associated with cognitive development if measured during childhood instead of pregnancy.
“SEP is less associated with cognitive development [19, 20] if measured during childhood instead of pregnancy.”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites [19] Simons LG, Wickrama K, a. S, Lee TK, et al (2016) Testing family stress and family investment explanations for conduct problems among African American adolescents. J Marriage Fam 78:498–515. https://doi.org/10.1111/jomf.12278 source
- cites [20] Zhang Y (2021) The role of socioeconomic status and parental investment in adolescent outcomes. Child Youth Serv Rev 129:106186. https://doi.org/10.1016/j.childyouth.2021.106186 source
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationA systematic review indicated that scaffolding mediated the effect between poverty and cognitive development.
“A systematic review indicated that scaffolding mediated the effect between poverty and cognitive development [53]”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [53] Saitadze I, Lalayants M (2021) Mechanisms that mitigate the effects of child poverty and improve children’s cognitive and social–emotional development: a systematic review. Child Fam Soc Work 26:289–308. https://doi.org/10.1111/cfs.12809 source
May combine two claims.
Interpretationown dataBoth family social class and family context were related separately to cognitive development.
“In general terms, both family social class and family context were related separately to cognitive development.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationParents with a better SEP are considered to be more aware and involved in their children's development.
“Parents with a better SEP are considered to be more aware and involved in their children’s development [26].”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [26] National Academies of Sciences E, Education D of B and SS and, Board on Children Y et al (2016) Parenting knowledge, attitudes, and practices. In: Parenting matters: supporting parents of children ages 0–8. National Academies Press (US)
Not checked in the free run.
Classified as probably not a substantial claim.
Study design and conductnone givenThe study used an unbiased measurement of cognitive development based on a traditional and strong conception of cognition, which considers non-verbal visual stimuli to estimate a child's deduction ability.
“In addition, we used an unbiased measurement of cognitive development based on a traditional and strong conception of cognition, which considers non-verbal visual stimuli to estimate a child’s deduction ability.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Study design and conductnone givenThe study used HEFAS 7-11, which provides a full landscape of family context including contextual and interactive variables rarely available with such detail.
“We used HEFAS 7–11, which provides a full landscape of family context including contextual and interactive variables that are rarely available with such detail.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Study design and conductown dataThe study considered a full range of variables from diverse follow-ups, collected mostly in a prospective manner.
“we considered a full range of variables from diverse follow-ups, collected mostly in a prospective manner.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductown dataThe study employed data from children aged 7-11 years, covering middle childhood, and from areas of diverse economic levels, providing additional robustness.
“Finally, this work employed data from children aged between 7 and 11 years, covering middle childhood, and from areas of diverse economic levels, providing additional robustness to our work.”
Quote in the paperNot a substantial claim
The paper relies on this without support.
No prior study has compared classic SEP indicators, the EU AROPE, and the EHII exploring their individual effect on child cognition in a family context model.
“However, up to date, no study has compared classic SEP indicators (social class, parental education, and employment), the EU AROPE, and the EHII exploring their individual effect on child cognition, in a family context model.”
The authors state this as an assumption.
The standard assumptions of the counterfactual mediation approach hold for the mediation model.
“Assumptions in our model are those standard of the counterfactual mediation approach [41, 42].”
The paper relies on this without support.
Family income is not easy to measure.
“Family income is not easy to measure”
The authors state this as an assumption.
Family interactions and context are likely to precede cognitive functioning.
“In the mediation analysis, we hypothesised that family interactions and context are likely to precede cognitive functioning; however, the temporal relationship between the two cannot be established with certainty.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Maternal anxiety cohort counts do not sum to the total
MinorTable 1 reports 8 Gipuzkoa and 58 Valencia mothers with a history of anxiety, summing to 66 rather than the reported total of 99.
Reported 99 · recomputed 66
“| History of maternal anxiety | Yes | | 99 | 8.50 | 8 | 2.00 | 58 | 15.20 | < 0.001 |”
Stress mediation percentage does not match its reported effects
MinorTable 2 gives a stress-subscale indirect effect of −0.08 and total effect of −0.73. Their ratio is about 11.0%, not the 5.8% stated in the results; the difference exceeds what rounding the coefficients could explain.
Reported 5.8 · recomputed 10.958904
“The single mediation for Subscale 4. Stress presented similar estimates (indirect effect (− 0.08 [− 0.19, 0.08])), mediating 5.8% of the SEP-child cognition effect.”
Cites
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“Both factors seem to be involved in the family stress model, which shows that more stressed parents have greater difficulties in providing good-quality cognitive and socioemotional scaffolding [29] and, subsequently, promoting cognition [28].”
BackgroundInfluentialCohort Profile: The INMA—INfancia y Medio Ambiente—(Environment and Childhood) Project
Guxens, M., Ballester, F., Espada, M., Fernández, M. F., Grimalt, J. O., Ibarluzea, J. M., Olea, N., Rebagliato, M., Tardón, A., Torrent, M., et al. (2011) · International Journal of Epidemiology · doi:10.1093/ije/dyr054 · Cited by 637 · see citing works
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Blair, C., & Raver, C. C. (2016) · Academic Pediatrics · doi:10.1016/j.acap.2016.01.010 · Cited by 543 · cited 1× · see citing works
“Parenting is influenced by perceptions and beliefs about parenting itself [24, 26] and the level of parental stress [27, 28].”
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“Mediation assessment was performed following the theoretical framework described by Bronfenbrenner [12] and further adapted to public health context by Pearce and collaborators [11].”
BackgroundMethodInfluentialParenting and SES: relative values or enduring principles?
Roubinov, D. S., & Boyce, W. T. (2017) · Current Opinion in Psychology · doi:10.1016/j.copsyc.2017.03.001 · Cited by 237 · see citing works
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“A systematic review indicated that scaffolding mediated the effect between poverty and cognitive development [53], and a study focused on income-to-needs ratios found that cognitive scaffolding mediated some of the effects of two SEP measures on cognitive functions [54].”
BackgroundBi, X., Yang, Y., Li, H., Wang, M., Zhang, W., & Deater-Deckard, K. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02187 · Cited by 195 · cited 1× · see citing works
“Economic resources and cognitive and socioemotional scaffolding are transmitted through parenting (the attitudes and practices that parents deploy to care for their children) [20, 24, 25].”
BackgroundPiaget’s Cognitive Developmental Theory: Critical Review
Babakr, Z. H., Mohamedamin, P., & Kakamad, K. K. (2019) · Education Quarterly Reviews · doi:10.31014/aior.1993.02.03.84 · Cited by 189 · cited 2× · see citing works
“One of the most employed approaches to understand cognitive development is those explored by Piaget [2], which defined cognitive development as a continuous process starting with the sensori-motor stage (birth to approximately 2 years of age) and ending with the formal operation stage (around 11…”
BackgroundMethodImputation Strategies for the Estimation of Natural Direct and Indirect Effects
Vansteelandt, S., Bekaert, M., & Lange, T. (2012) · Epidemiologic Methods · doi:10.1515/2161-962x.1014 · Cited by 177 · cited 1× · see citing works
“Assumptions in our model are those standard of the counterfactual mediation approach [41, 42].”
Parent–child learning interactions: A review of the literature on scaffolding
Mermelshtine, R. (2017) · British Journal of Educational Psychology · doi:10.1111/bjep.12147 · Cited by 177 · cited 2× · see citing works
“Previous works observed that more highly educated parents provide contingent scaffolding [14].”
BackgroundSohr‐Preston, S. L., Scaramella, L. V., Martin, M. J., Neppl, T. K., Ontai, L., & Conger, R. D. (2012) · Child Development · doi:10.1111/cdev.12023 · Cited by 135 · cited 1× · see citing works
“…the role of material and intellectual resources; however, given the consistent direction and magnitude of estimates for different SEP indicators, our results suggest that both types of resources are considered proxies of family investment and seem to play a role in child cognitive development [48].”
ResultFamily Income and Child Cognitive and Noncognitive Development in Australia: Does Money Matter?
Khanam, R., & Nghiem, S. H. (2016) · Demography · doi:10.1007/s13524-016-0466-x · Cited by 112 · cited 2× · see citing works
“In the association between SEP and cognitive development, stress mediated 5–10% of the effect [52].”
BackgroundSimons, L. G., Wickrama, K. A. S., Lee, T. K., Landers‐Potts, M., Cutrona, C., & Conger, R. D. (2016) · Journal of Marriage and Family · doi:10.1111/jomf.12278 · Cited by 91 · cited 3× · see citing works
“This family dynamic and the perception of the quality of the neighbourhood wherein the family is located [17, 20] are considered family investments [19].”
BackgroundMethodThe role of parental social class, education and unemployment on child cognitive development
González, L., Cortés-Sancho, R., Murcia, M., Ballester, F., Rebagliato, M., & Rodríguez-Bernal, C. L. (2018) · Gaceta Sanitaria · doi:10.1016/j.gaceta.2018.07.014 · Cited by 88 · cited 2× · see citing works
“Risk of material deprivation (MD): lacking ≥ 3 necessary items from a list of 9 [30] At Risk of Poverty or Social Exclusion (AROPE) [34] were those households fulfilling at least one of the three previous sub-indicators (LWI, RP, or MD).”
BackgroundSelf-citationHandbook of Australian School Psychology
Terjesen, M. D., & Thielking, M. (2017) · Springer eBooks · doi:10.1007/978-3-319-45166-4 · Cited by 56 · cited 1× · see citing works
“It is crucial for critical brain development and emerging cognitive ability [22, 23].”
BackgroundTriple Interactions Between the Environment, Brain, and Behavior in Children: An ABCD Study
Zhi, D., Jiang, R., Pearlson, G. D., Fu, Z., Qi, S., Yan, W., Feng, A., Xu, M., Calhoun, V. D., & Jing Sui （Beijing Normal University）， my correct affiliation is beijing normal university, N. Q. U. O. S. A. T. (2023) · Biological Psychiatry · doi:10.1016/j.biopsych.2023.12.019 · Cited by 53 · see citing works
Burneo-Garcés, C., Cruz-Quintana, F., Pérez-García, M., Fernández-Alcántara, M., Fasfous, A., & Pérez-Marfil, M. N. (2019) · Developmental Neuropsychology · doi:10.1080/87565641.2018.1554662 · Cited by 45 · see citing works
Pizzi, C., Richiardi, M., Charles, M.-A., Heude, B., Lanoe, J.-L., Lioret, S., Brescianini, S., Toccaceli, V., Vrijheid, M., Merletti, F., et al. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17051700 · Cited by 41 · cited 2× · see citing works
“The EHII is an estimation of the standardised (for household size and composition) total disposable household income, obtained using EU-SILC data of 2011 and INMA data [9].”
MethodSelf-citationSchaub, M. (2015) · Journal of Early Childhood Research · doi:10.1177/1476718x12468122 · Cited by 33 · cited 1× · see citing works
“Families with greater social vulnerability (those with less income, lower social class, or education) spend less time and resources on their children’s education, engage in fewer activities [13], and provide less and poorer cognitive and socioemotional scaffolding [14].”
Saitadze, I., & Lalayants, M. (2021) · Child & Family Social Work · doi:10.1111/cfs.12809 · Cited by 31 · cited 3× · see citing works
“A systematic review of mediators of the relationship between poverty and cognitive development argued that the effects of poverty on cognitive development could be mitigated through parenting [53].”
BackgroundDaundasekara, S. S., Schuler, B. R., Beauchamp, J. E. S., & Hernandez, D. C. (2021) · Journal of Affective Disorders · doi:10.1016/j.jad.2021.04.058 · Cited by 30 · see citing works
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The role of socioeconomic status and parental investment in adolescent outcomes
Zhang, Y. (2021) · Children and Youth Services Review · doi:10.1016/j.childyouth.2021.106186 · Cited by 25 · cited 7× · see citing works
“A work examining the association of several SEP indicators with attitudes towards parental scaffolding (provision of materials, organised activities, helping with homework) also found a positive association [20].”
BackgroundMethodInfluentialNeale, D., & Whitebread, D. (2019) · Metacognition and Learning · doi:10.1007/s11409-019-09196-6 · Cited by 24 · cited 1× · see citing works
“Scaffolding is defined as the intentional guidance and support offered by parents to their children in a specific task adjusting to their level of development [15]; a lack of sensitive scaffolding may result in a less stimulating context for cognitive development [16–19].”
BackgroundLi, Y., Yang, H., & Luo, L. (2021) · Children and Youth Services Review · doi:10.1016/j.childyouth.2020.105747 · Cited by 24 · cited 1× · see citing works
“This family dynamic and the perception of the quality of the neighbourhood wherein the family is located [17, 20] are considered family investments [19].”
BackgroundApplied causal inference methods for sequential mediators
Zugna, D., Popovic, M. B., Fasanelli, F., Heude, B., Scélo, G., & Richiardi, L. (2022) · BMC Medical Research Methodology · doi:10.1186/s12874-022-01764-w · Cited by 24 · cited 1× · see citing works
“Assumptions in our model are those standard of the counterfactual mediation approach [41, 42].”
MethodSelf-citationGonzález, L., Estarlich, M., Murcia, M., Barreto-Zarza, F., Santa-Marina, L., Simó, S., Larrañaga, M. I., Ruiz-Palomino, E., Ibarluzea, J., & Rebagliato, M. (2023) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-021-01848-w · Cited by 22 · see citing works
Self-citationA mediation analysis to disentangle relations between maternal education and early child development
Telias, A., Narea, M., & Abufhele, A. (2022) · International Journal of Behavioral Development · doi:10.1177/01650254221108143 · Cited by 16 · see citing works
Parental Socioeconomic Status and Children's Cognitive Ability in China
Xu, H., Zhang, Z., & Zhao, Z. (2022) · Journal of Asian Economics · doi:10.1016/j.asieco.2022.101579 · Cited by 15 · see citing works
Antoniou, F., Alkhadim, G., Mouzaki, A., & Simos, P. (2022) · Journal of Intelligence · doi:10.3390/jintelligence10010006 · Cited by 12 · see citing works
Risk of child poverty and social exclusion in two Spanish regions: social and family determinants
González, L., Estarlich, M., Murcia, M., et al. (2020) · Gaceta Sanitaria · doi:10.1016/j.gaceta.2019.11.002 · Cited by 11 · cited 2× · see citing works
“Three dichotomous sub-indicators were calculated for each household [35], classifying them as at risk (vs. no risk) according to the following criteria: 1.”
MethodSelf-citationWhat influences early cognitive development? Family context as a key mediator.
Aranbarri, A., Aizpitarte, A., Freijo, E. B. A., Fano, E., de Miguél, M. S., Stahmer, A. C., & Ibarluzea, J. M. (2022) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2022.101480 · Cited by 11 · see citing works
Self-citationChildhood socioeconomic position and later-life cognitive functioning in the U.S.: A critical review
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Barreto‐Zarza, F., de Miguél, M. S., Ibarluzea, J. M., González, L., Rebagliato, M., & Freijo, E. B. A. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18031094 · Cited by 9 · cited 1× · see citing works
“Weighted scores were employed (ranges 16.76–100) for comparisons; higher scores imply higher quality of family context [39].”
MethodInfluentialSelf-citationDräger, J., & Pforr, K. (2022) · Advances in Life Course Research · doi:10.1016/j.alcr.2022.100476 · Cited by 8 · see citing works
Family Context, Parenting and Child Development: An Epigenetic Approach
Barreto-Zarza, F., & Arranz-Freijo, E. B. (2022) · Social Sciences · doi:10.3390/socsci11030113 · Cited by 7 · see citing works
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Bernabé‐Zuñiga, J. E., Rodriguez-Lucenilla, M. I., Alias-Castillo, A. J., Rueda‐Ruzafa, L., Román, P., & Sánchez‐Joya, M. D. M. (2024) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-024-02528-1 · Cited by 32 · see citing works
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Nagata, J. M., Wong, J. H., Kim, K. E., Nayak, S., Li, E. J., Richardson, R. A., Rauschecker, A. M., Sugrue, L. P., Ganson, K. T., Piatkowski, T. M., et al. (2026) · The Lancet Regional Health - Americas · doi:10.1016/j.lana.2026.101454 · Cited by 3 · see citing works
Huang, J., Yu, D., Tang, X., Xu, Y., Zhong, X., & Lai, X. (2025) · Behavioral Sciences · doi:10.3390/bs15060785 · Cited by 3 · see citing works
Ford, L. A., Buccini, G., Saragosa, A. C., Martins, I. D. A., Moreira, J. M., Lemos, S. M. A., Alves, C. R. L., & Azevedo, V. M. G. D. O. (2025) · Jornal de Pediatria · doi:10.1016/j.jped.2025.02.004 · Cited by 3 · see citing works
Pi‐Sunyer, B. P., Bignardi, G., García‐Baquero, G., Dadvand, P., Vrijheid, M., Guxens, M., Esplugues, A., Delgado-Saborit, J. M., Ibarluzea, J. M., Blakemore, S., et al. (2025) · Scientific Reports · doi:10.1038/s41598-025-22753-1 · Cited by 1 · see citing works
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Parental emotional expression and children's oral narrative ability: a systematic review
Zhang, Z. H., Mohamed, S. B., & Bakar, K. A. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1629744 · Cited by 1 · see citing works
“…children’s language development (Yanxue and Bhaumik, 2024; Yu et al., 2024), the effects of family socioeconomic status on children’s language and cognitive development (González et al., 2024; Madya et al., 2019), and the impact of bilingual environments on language development (Zhang et al., 2023).”
Modeling spiritual aspects in the formation of a perfect family among B40 Group society
Fadzilah, N. N. B. M. A., Xuan, O. W., Ting, L. C., et al. (2024) · Cogent Arts and Humanities · doi:10.1080/23311983.2024.2445930
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Maternal Weight, Child Mind: Is Poor Cognitive Development a Foregone Conclusion?
Nichols, A. R. (2025) · Paediatric and Perinatal Epidemiology · doi:10.1111/ppe.70001
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La posición social y el contexto familiar influyen en el desarrollo cognitivo
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The role of the family in children's cognitive development
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- Authors
- González, L., Popovic, M., Rebagliato, M., Estarlich, M., Moirano, G., Barreto-Zarza, F., Richiardi, L., Arranz, E., Santa-Marina, L., Zugna, D., Ibarluzea, J., & Pizzi, C.
- Affiliations
- Fundación para el Fomento de la Investigación Sanitaria y Biomédica de la Comunitat Valenciana (ES)
- Piedmont Reference Center for Epidemiology and Cancer Prevention (IT)
- Universitat Jaume I (ES)
- Universitat de València (ES)
- University of the Basque Country (ES)
- Corresponding author
- Estarlich, Marisa
- ORCID
- Venue
- European Journal of Pediatrics
- Published
- 2024-03-14
- Volume
- 183
- Issue
- 6
- Pages
- 2571-2585
- ISSN
- 0340-6199 (ISSN-L)
- 1432-1076
- PMC
- PMC11098862
- OpenAlex
- W4392804671
- Semantic Scholar
- 6b63f2bec3f281bcab66519c06291e44cc1e7d69
- Cited by
- 18
- References
- 44
- Citations by year
- 2026: 6 · 2025: 9 · 2024: 3
- FWCI
- 7.37
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- European Journal of Pediatrics (publishedVersion, cc-by)
- Research Square (acceptedVersion, cc-by)
- PubMed (publishedVersion)
- Communities in ADDI (University of the Basque Country) (submittedVersion, cc-by)
- PubMed Central (submittedVersion, cc-by)
- Hispana (submittedVersion, cc-by)
- Institutional Research Information System University of Turin (University of Turin) (submittedVersion, other-oa)
- Repositori UJI (Universitat Jaume I) (submittedVersion, cc-by)
- Funders
- UE (FP7-ENV-2011 cod 282957, HEALTH.2010.2.4.5-1 and ATHLETE cod 874583)
- ISCIII (Red INMA G03/176, CB06/02/0041; FIS-FEDER: PI06/0867, PI09/00090, PI11/02038, PI13/02187, PI16/1288, and PI17/00663, PI18/01142 and PI19/1338)
- CIBERESP
- European Union-Next Generation EU and the Ministerio de Universidades (Margarita Salas Grant MS21-125)
- Generalitat Valenciana (AICO/2020/285; CIAICO/2021/132)
- Department of Health of the Basque Government (2005111093, 2009111069, 2013111089 and 2015111065)
- Provincial Government of Gipuzkoa (DFG06/002, DFG08/001 and DFG15/221)
- Agreements with Zumarraga, Urretxu, Legazpi, Azkoitia, Azpeitia, and Beasain
- Universitat de Valencia
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Education › Early Childhood Education and Development
- Health Sciences › Medicine › Pediatrics, Perinatology and Child Health › Infant Development and Preterm Care
- Keywords
- socioeconomic position, child cognitive development, family environment, family social class, parental education, parental employment, disposable income, poverty risk, parental stress, parenting, cognitive stimulation, mediation, INMA cohort, early childhood
- MeSH terms
- Child, Child Development, Cognition, Female, Humans, Longitudinal Studies, Male, Social Class, Socioeconomic Factors, Parenting
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-12.
Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-12.
Cited sources are checked by gpt-6-sol.
Statistics and arithmetic are recomputed, not judged.
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