"Beyond Wealth and Health: The Social Environment as a Protective Factor for Cognitive Development of Children in Nicaragua"

Associate Professor Lindsey Richland (pictured right) publishes with colleague Elayne Vollman in the January 2020 issue of the Journal of Cognition and Development: "Beyond Wealth and Health: The Social Environment as a Protective Factor for Cognitive Development of Children in Nicaragua."

Richland studies children's reasoning, higher order thinking, mathematical thinking, and executive function.

Abstract

This research examines the contributions of the environmental context on cognitive development in a representative sample of children (24–59 month-olds) in Nicaragua. Multivariate regression models revealed that children who experienced high levels of structure in the home, encountered more social interaction, and were enrolled in early education programs, exhibited higher cognitive skills. These factors were related to, but better accounted for, variability in children’s skills than the socio-economic endowment of the home or maternal education levels – the two most commonly used proxies to quantify children’s early contexts. 

Results from this study provide validation of the relation between children’s proximal early social environment and cognitive outcomes in a novel context. The results also provide motivation for deeper empirical investigation in the specific aspects of the home environment that may be central to providing resilience to low wealth populations, and to reducing inequality in developmental skills.