For better or for worse? Positive and negative parental influences on young children's executive function
Research output: Contribution to journal › Article
Colleges, School and Institutes
- University of Cambridge
Despite rapidly growing research on parental influences on children's executive function (EF), the uniqueness and specificity of parental predictors and links between adult EF and parenting remain unexamined. This 13-month longitudinal study of 117 parent–child dyads (60 boys; Mage at Time 1 = 3.94 years, SD = 0.53) included detailed observational coding of parent–child interactions and assessed adult and child EF and child verbal ability (VA). Supporting a differentiated view of parental influence, negative parent–child interactions and parental scaffolding showed unique and specific associations with child EF, whereas the home learning environment and parental language measures showed global associations with children's EF and VA.
|Number of pages||17|
|Early online date||11 Aug 2017|
|Publication status||Published - 8 Mar 2019|