What influences early cognitive development? Family context as a key mediator.

Aranbarri, Aritz; Aizpitarte, Alazne; Arranz-Freijo, Enrique B.; Fano, Eduardo; Miguél, Manuel Sánchez de; Stahmer, Aubyn C.; Ibarluzea, Jesús

doi:10.1016/j.appdev.2022.101480

Cited by 3 publications

(1 citation statement)

References 59 publications

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“…It is possible that the impact of early life circumstances on suicide risk is partly explained by the effect these circumstances have on the development of childhood neurocognition. Indeed, parents' socioeconomic status (SES) has been linked to early cognitive development through the quality of the family environment – for example, through cognitive and language stimulation, caregiver scaffolding, and characteristics of the home environment that promote early stimulation – as well as the availability of educational opportunities like attending nursery and preschool (Aranbarri et al., 2023; Han, Cui, Lyu, & Li, 2023). Likewise, parental SES, along with child characteristics (e.g.…”

Section: Discussionmentioning

confidence: 99%

Children's cognitive performance and suicide risk through middle adulthood

Vidal‐Ribas

Govender

et al. 2023

Child Psychology Psychiatry

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BackgroundLongitudinal studies show that lower cognitive performance in adolescence and early adulthood is associated with higher risk of suicide death throughout adulthood. However, it is unclear whether this cognitive vulnerability originates earlier in childhood since studies conducted in children are scarce and have inconsistent results.MethodsVital status of 49,853 individuals born between 1959 and 1966 to participants in the Collaborative Perinatal Project cohort was determined by a probabilistic linkage to the National Death Index, covering all US deaths occurring from 1979 through 2016. Cox proportional hazard models were used to examine associations of general, verbal, and non‐verbal intelligence at ages 4 and 7, and academic skills at age 7 with suicide death coded according to ICD‐9/10 criteria, while accounting for sociodemographic and pregnancy factors previously associated with suicide in this sample.ResultsBy the end of 2016, 288 cohort members had died by suicide. Cognitive performance at 7 years on tests with verbal components was associated with suicide risk (average vs. high verbal intelligence, HR = 1.97, 95% CI 1.05–3.71; low vs. high spelling skills, HR = 2.02, 95% CI 1.16–3.51; low vs. high reading skills, HR = 2.01, 95% CI 1.27–3.17). Associations were still evident, especially for verbal intelligence and reading skills, but hazard ratios were attenuated after adjusting for prenatal and sociodemographic factors at birth (verbal intelligence, HR = 1.97, 95% CI 1.03–3.78; spelling, HR = 1.61, 95% CI 0.90–2.88; reading, HR = 1.67, 95% CI 1.02–2.72).ConclusionsChildhood neurocognitive performance is associated with vulnerability to suicide mortality through middle‐adulthood, suggesting that there might be a cognitive diathesis for suicide originating in early childhood. Future studies should examine how multiple domains of childhood cognitive performance contribute to vulnerability to suicide risk, including by increasing risk for social and environmental factors that are associated not only with suicide but also with many types of psychiatric disorders.

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Section: Discussionmentioning

confidence: 99%

Children's cognitive performance and suicide risk through middle adulthood

Vidal‐Ribas

Govender

et al. 2023

Child Psychology Psychiatry

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Socioeconomic position, family context, and child cognitive development

González,

Popovic,

Rebagliato

et al. 2024

Eur J Pediatr

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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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