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Challenging socioeconomic status: A cross‐cultural comparison of early executive function

Abstract:

The widely and internationally replicated socioeconomic status (SES) gradient of executive function (EF) implies that intervention approaches may do well to extrapolate conditions and practices from contexts that generate better child outcomes (in this case, higher SES circumstances) and translate these to contexts with comparatively poorer outcomes (often low‐SES populations). Yet, can the reverse also be true? Using data from equivalent assessments of 1,092 pre‐schoolers’ EFs in South Afric...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1111/desc.12854

Authors


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Role:
Author
ORCID:
0000-0002-1258-3210
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Role:
Author
ORCID:
0000-0001-9718-8887
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Institution:
University of Oxford
Department:
Education
Role:
Author
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Institution:
University of Oxford
Division:
MSD
Department:
Experimental Psychology
Oxford college:
St Catherine's College
Role:
Author
ORCID:
0000-0002-6371-8875
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Name:
British Academy for the Humanities and Social Sciences
Grant:
Newton Advanced Fellowship
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Name:
DST-NRF Centre for Excellence in Human Development at the University of Witwatersrand, Johannesburg, South Africa
Publisher:
Wiley
Journal:
Developmental Science More from this journal
Volume:
23
Issue:
1
Article number:
e12854
Publication date:
2019-05-11
Acceptance date:
2019-05-07
DOI:
EISSN:
1467-7687
ISSN:
1363-755X
Pmid:
31077525
Language:
English
Keywords:
Pubs id:
pubs:998031
UUID:
uuid:f933547e-979d-4ed3-b02a-ebfa7bcabcc5
Local pid:
pubs:998031
Source identifiers:
998031
Deposit date:
2019-06-30

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