scholarly journals The Development of Academic Achievement and Cognitive Abilities: A Bidirectional Perspective

2019 ◽  
Author(s):  
Peng Peng ◽  
Rogier Kievit
Keyword(s):  
Academic Achievement ◽  
Cognitive Development ◽  
Low Socioeconomic Status ◽  
Indirect Effects ◽  
Cognitive Abilities ◽  
Transactional Model ◽  
Low Socioeconomic ◽  
Positive Effects ◽  
Academic Instruction ◽  
Bidirectional Relations

The development of academic achievement and cognitive abilities is critical for child development. In this article, we review evidence from recent research on the bidirectional relations between academic achievement and cognitive abilities. Our findings suggest that (a) reading/mathematics and working memory/reasoning/executive function predict each other in development; (b) direct academic instruction exerts positive effects on reasoning development; and (c) such cognitive-academic bidirectional relations seem weaker among children with disadvantages (e.g., with special needs or low socioeconomic status). Together, these findings are in line with the theory of mutualism and the transactional model. They suggest that sustained and high-quality schooling/education directly fosters children’s academic and cognitive development, and may have indirect effects on academic and cognitive development by triggering cognitive-academic bidirectionality.

scholarly journals Peer Acceptance and Cognitive Development

1999 ◽  
Vol 84 (2) ◽  
pp. 611-616 ◽  
Author(s):  
F. F. Sisto ◽  
S. Urquijo ◽  
M. T. C. C. Souza
Keyword(s):  
Cognitive Development ◽  
Low Socioeconomic Status ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Peer Group ◽  
Peer Acceptance ◽  
Low Socioeconomic ◽  
Socially Isolated ◽  
Mental Imaging ◽  
Group Acceptance

To verify whether development of cognitive skills and peer acceptance are necessarily linked, 212 students of low socioeconomic status in the first, second, and third grades of a public school in Brazil were studied. A sociometric evaluation of peer group acceptance in play and study situations was conducted. The cognitive tasks were the mental imaging and conservation of mass and length (operative casks) as well as location of dice and equidistancing arrangements (creation of possibilities tasks). Analysis showed the children identified as desirable study companions had highly developed general cognitive abilities, and those chosen as desirable for both study and play not only had highly developed general cognitive abilities but also highly developed operativeness. Children who were socially isolated, however, had even higher mean cognitive assessment score in relation to both creation of possibilities and general cognitive development than did those with ratings of negative or positive salience.

The Longitudinal Effects of School Improvement Grants

2021 ◽  
pp. 016237372110124
Author(s):  
Min Sun ◽  
Alec I. Kennedy ◽  
Susanna Loeb
Keyword(s):  
School Improvement ◽  
Low Socioeconomic Status ◽  
Students Of Color ◽  
English Language ◽  
High School Graduation Rates ◽  
Low Socioeconomic ◽  
School Improvement Grants ◽  
Positive Effects ◽  
State Test ◽  
Longitudinal Effects

School Improvement Grants (SIGs) exemplify a capacity-building investment to spur sustainable changes in America’s persistently lowest-performing schools and stimulate the economy. This study examines both short- and longer-term effects of the first two cohorts of SIG schools from four locations across the country. Dynamic difference-in-differences models show that SIGs’ effects on achievement in Grades 3 to 8, as measured by state test scores in math and English language arts, gradually increased over the three reform years and were largely sustained for 3 or 4 years afterward. Evidence on high school graduation rates, though less robust, also suggests SIGs had positive effects. SIGs’ effects on students of color and low-socioeconomic-status students were similar to or significantly larger than the overall effects.

scholarly journals Implications of Socioeconomic Status on Academic Competence: A Perspective for Teachers

2016 ◽  
Vol 9 (4) ◽  
pp. 257
Author(s):  
Luis F. Cedeño ◽  
Rosario Martínez-Arias ◽  
José A. Bueno
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Cognitive Training ◽  
Low Socioeconomic Status ◽  
Strong Predictor ◽  
School Achievement ◽  
Intervention Programs ◽  
Negative Effects ◽  
Low Socioeconomic ◽  
Socially Disadvantaged

<p class="apa">Studies suggest that socioeconomic status is a strong predictor of academic achievement. This theoretical paper proposes that despite the fact that low-socioeconomic status represents a risk factor that seems to undermine attentional skills and thus academic achievement, emerging evidence suggests the potential of new approaches, interventions and cognitive training programs to reverse the negative effects of poverty. The evidence presented in this paper may be of particular interest for teachers because it provides a larger scope to better understand the implications of socioeconomic status on learning and school achievement. This paper intends to make teachers aware that today more than ever they count on important knowledge and valuable resources like cognitive training intervention programs to help students. These intervention programs correct dysfunctional attention bringing hope to socially disadvantaged students who struggle in school.</p>

Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery to Identify the Gifted/Talented: An Investigation of Demographic Effects and Norming Plans

2018 ◽  
Vol 62 (2) ◽  
pp. 193-209 ◽  
Author(s):  
Carol A. Carman ◽  
Christine A. P. Walther ◽  
Robert A. Bartsch
Keyword(s):  
Low Socioeconomic Status ◽  
Cognitive Abilities ◽  
English Language ◽  
Demographic Variables ◽  
Language Learner ◽  
School Level ◽  
Gifted Identification ◽  
Low Socioeconomic ◽  
Demographic Groups ◽  
Cognitive Abilities Test

The nonverbal battery of the Cognitive Abilities Test (CogAT) is one of the two most common nonverbal measures used in gifted identification, yet the relationships between demographic variables and CogAT7 performance has not yet been fully examined. Additionally, the effect of using the CogAT7 nonverbal battery on the identification of diverse demographic groups based on various norming, cutoff, and modifier plans has only just begun to be explored. In this study, we analyzed the CogAT7 nonverbal battery scores of kindergartners from a very large urban school district with a high minority, low socioeconomic status, and high English language learner population to determine the relationships between demographic variables and CogAT performance. The results suggest relationships between CogAT scores and multiple demographic variables, similar to other nonverbal instruments. We also examined the effects of various norming practices, including school-level and group-specific norming, on identification using the CogAT7 nonverbal battery.

Properties of adult and adolescent mothers' speech, children's verbal performance and cognitive development in different socioeconomic groups: a longitudinal study

2002 ◽  
Vol 22 (2) ◽  
pp. 173-196 ◽  
Author(s):  
Véronique Lacroix ◽  
Andrée Pomerleau ◽  
Gérard Malcuit
Keyword(s):  
Socioeconomic Status ◽  
Cognitive Development ◽  
Adolescent Mothers ◽  
Low Socioeconomic Status ◽  
Free Play ◽  
Low Socioeconomic ◽  
Socioeconomic Groups ◽  
Form And Function ◽  
Middle Socioeconomic Status ◽  
And Function

The research analysed longitudinally the properties of maternal utterances and their relation with child's language and cognitive development. The sample consisted of 125 mother-child dyads divided in three groups: 32 adolescent mothers, 54 adult mothers of low socioeconomic status (LSES), and 39 adult mothers of middle socioeconomic status (MSES). The form and function of each mother's utterances to her child at 18, 30 and 36 months of age were evaluated during a free-play session in the laboratory. Results showed differences between the three groups in the properties of maternal utterances. Adolescent and adult LSES mothers used more utterances that controlled or directed what the child was doing, and fewer utterances that informed or questioned the child. During their second and third year of life, children from the MSES group obtained higher scores than children of adolescent and adult LSES mothers on measures of language and cognitive development. Multiple regression analysis revealed that the forms and functions of maternal utterances were important predictors of child development. Most importantly, the forms and functions of maternal utterances from 18 to 36 months explained 45% of the variance in the children's score on the Stanford-Binet.

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