Identifying the Onset and Magnitude of Prediction From Early Cognitive Skills to Adult Socioeconomic Outcomes
Bibliographic Data
| ID | 9646250 |
|---|---|
| Authors | Sara A Schmitt (0000-0002-6427-2588, University of Oregon, corresponding author), Robert J Duncan (0000-0001-6900-0322, Department of Human Development and Family Studies, Colorado State University , Fort Collins, Colorado), Tanya M Paes (0000-0003-0192-1760, St. Jude's Children's Research Hospital , Memphis, Tennessee), Deborah L Vandell (0000-0003-2373-9783, University of California, Irvine) |
| Year | 2025 |
| Volume | 96 |
| Issue | 6 |
| Pages | 2017-2031 |
| Publication date | 2025-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Child Development (JOURNAL) |
| Journal identifiers | ISSN: 0009-3920 • E-ISSN: 1467-8624 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/cdev.70006 |
| PMID | 40755036 |
| OpenAlex | W4412883428 |
| Language | EN |
| Citations received | 1 |
| References cited | 38 |
The goal of this study was to identify the onset and magnitude of prediction of early cognition to adult socioeconomic outcomes. Specifically, we were interested in examining which cognitive skills measured at 15, 24, 36, and 54 months predict educational attainment and salary at age 26. Data (N = 1364, 52% male) included a diverse sample (76% White; 13% Black; 6% Hispanic; 5% other; 21% had incomes no greater than 200% of the poverty level). Results indicated that a relatively large change in explained variance in educational attainment by cognitive skills occurs between 15 and 36 months, with less pronounced associations for salary at age 26. These findings have implications for developmental theory, and potentially, for identifying targets for intervention efforts
Cognition · Cognitive skill · Developmental psychology · Educational attainment · Population · Poverty · Psychiatry · Salary · Socioeconomic status · Cognitive Abilities and Testing · Demography · Early Childhood Education and Development · Educational and Psychological Assessments · Psychology
From Neurons to Neighborhoods
Persistence and Fadeout in the Impacts of Child and Adolescent Interventions
Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills
Size matters
Early productive vocabulary predicts academic achievement 10 years later
Two-Generation Programs in the Twenty-First Century
Do infant vocabulary skills predict school‐age language and literacy outcomes?
The relationship between cognition and action
Persistence and Fade-Out of Educational-Intervention Effects
Executive function and academic achievement
Prediction from early childhood vocabulary to academic achievement at the end of compulsory schooling in Denmark
Life-Cycle Variation in the Association between Current and Lifetime Earnings
Relations between preschool attention span-persistence and age 25 educational outcomes
Effects of the Tennessee Prekindergarten Program on children’s achievement and behavior through third grade
Social inequalities in early childhood competences, and the relative role of social and emotional versus cognitive skills in predicting adult outcomes
The development of cognitive and academic abilities
Maternal Expressed Emotion Predicts Children's Antisocial Behavior Problems
Early cumulative risk and outcomes in adolescence and adulthood
Preschool executive function and adult outcomes
Additive and synergistic relations of early mother–child and caregiver–child interactions for predicting later achievement
Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |