Maternal education has the largest peak association with cognitive development: a high-school-to-college increase predicts about 0.4 SD higher reading and math scores at the peak.¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? At the relationship's peak (age ~4–4½), an increase in maternal education equivalent to going from a high school degree to a college degree predicted about 0.4 SD higher cognitive/reading and math scores. → Mollborn 2014

Evidence¶

Mollborn 2014¶

Mollborn, S., Lawrence, E., James-Hawkins, L., & Fomby, P. (2014). When Do Socioeconomic Resources Matter Most in Early Childhood? Advances in Life Course Research. https://doi.org/10.1016/j.alcr.2014.03.001

q3 · i? · associational · r3

In the ECLS-B growth curve models, the maternal education × age interaction was the largest of the three SES measures. The authors report the education–cognitive association "predicted an increase in cognitive/reading and math scores of 0.4 standard deviations at the peak of the relationship."

"An increase in maternal education equivalent to the change from a high school degree to a college degree predicted an increase in cognitive/reading and math scores of 0.4 standard deviations at the peak of the relationship"

Discussion¶

Related Claims¶

• Higher levels of maternal help, press for intellectual development, and monitoring are associated with poorer children's arithmetic skills — related
• The SES–positive behavior relationship follows the same curvilinear pattern but is weaker in magnitude than the SES–cognitive relationship at every wave. — related
• The relationship between socioeconomic resources and children's cognitive development strengthens from infancy to a peak around age 4–4½, then weakens slightly by kindergarten entry. — a broader claim this one bears on