The legacy of early experiences in development: formalizing alternative models of how early experiences are carried forward over time.

Fraley, R. Chris; Roisman, Glenn I.; Haltigan, John D.

doi:10.1037/a0027852

Cited by 260Early Childhood Education and DevelopmentChild and Adolescent Psychosocial and Emotional DevelopmentChild and Animal Learning Development

The legacy of early experiences in development: formalizing alternative models of how early experiences are carried forward over time.

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Fraley, R. Chris, Roisman, Glenn I., Haltigan, John D.·2013·Developmental Psychology

DOI 10.1037/a0027852

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Abstract

Psychologists have long debated the role of early experience in social and cognitive development. However, traditional approaches to studying this issue are not well positioned to address this debate. The authors present simulations that indicate that the associations between early experiences and later outcomes should approach different asymptotic values across time, given alternative assumptions about the developmental significance of early experience. To test the predictions of alternative developmental models, the authors examine data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) on maternal sensitivity in the first 3 years of life and its association with social competence and academic skills through age 15. Across multimethod, multi-informant outcome data, results suggest that there may be enduring effects of early caregiving experiences in both of these domains.

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“Longitudinal designs are also more likely to capture the enduring effect of parenting on child development. 90”
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Authors: Fraley, R. C., Roisman, G. I., & Haltigan, J. D.
Affiliations: University of Illinois Urbana-Champaign (US)
ORCID: Fraley, R. Chris
Roisman, Glenn I.
Haltigan, John D.
Venue: Developmental Psychology
Publisher: American Psychological Association (APA)
Published: 2013-01
Volume: 49
Issue: 1
Pages: 109-126
ISSN: 0012-1649 (ISSN-L)
1939-0599
DOI: 10.1037/a0027852
OpenAlex: W2166666784
Cited by: 260
References: 36
Citations by year: 2026: 11 · 2025: 15 · 2024: 24 · 2023: 20 · 2022: 16 · 2021: 18 · 2020: 18 · 2019: 18 · 2018: 19 · 2017: 18 · 2016: 18 · 2015: 26 · 2014: 18 · 2013: 11 · 2012: 7
FWCI: 96.03
Type: journal article
Language: en
Open access: green
pubmed.ncbi.nlm.nih.gov
Locations: Developmental Psychology (publishedVersion)
PubMed (publishedVersion)
PubMed Central (submittedVersion)
Funders: National Science Foundation (BCS-0720538)
National Institute of Child Health and Human Development (HD054822; HD069442)
Topics: Social Sciences › Education › Early Childhood Education and Development
Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
Keywords: early life experience, maternal sensitivity, social competence, academic skills, developmental model, NICHD Study of Early Child Care and Youth Development, early childhood care, computer simulation
MeSH terms: Adolescent, Child, Child Development, Competitive Behavior, Educational Status, Female, Humans, Male, Models, Psychological, Mother-Child Relations, Social Behavior, Students

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The legacy of early experiences in development: formalizing alternative models of how early experiences are carried forward over time.

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