Experiencing a residential move during early or middle childhood is associated with greater cognitive dysregulation (slower Hearts and Flowers response latency) in fifth grade among low-income children¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Children who experienced a residential move had slower response latencies on the Hearts and Flowers task (indicating greater dysregulation) than children who did not move (b = 36.20, SE = 16.84, p = .03), a difference of 36.20 ms or 0.22 standard deviations. → Roy 2014

Evidence¶

Roy 2014¶

Roy, A. L., McCoy, D. C., & Raver, C. C. (2014). Instability Versus Quality: Residential Mobility, Neighborhood Poverty, and Children's Self-Regulation. Developmental Psychology. https://doi.org/10.1037/a0036984

q3 · i? · associational · r2

Longitudinal regression analysis of 602 low-income Chicago children followed from preschool to fifth grade, using inverse probability weighting with propensity scores and controlling for baseline self-regulation. The article reports movers responded "36.20 ms (or 0.22 standard deviations) slower" than nonmovers. No standardized effect size beyond the 0.22 SD descriptive difference is printed, so impact is null.

"children who experienced a move had slower response latencies (indicating greater dysregulation) on the Hearts and Flowers task than children who did not move (b = 36.20, SE = 16.84, p = .03)"

Discussion¶

Learner Variables¶

• Adverse Experiences — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The relationship between residential mobility and fifth-grade executive function is moderated by baseline neighborhood poverty: moving out of low-poverty neighborhoods is detrimental while moving out of high-poverty neighborhoods shows a marginally significant benefit — a narrower finding that bears on this claim
• The relationship between residential mobility and fifth-grade teacher-reported dysregulation is moderated by both origin and destination neighborhood poverty, with moves out of low-poverty or into high-poverty neighborhoods detrimental and moves out of high-poverty or into low-poverty neighborhoods beneficial — related
• Experiencing a residential move during early or middle childhood is associated with greater teacher-reported cognitive and behavioral dysregulation in fifth grade among low-income children — related
• Prior research has linked moving during childhood with adverse educational and behavioral adjustment outcomes, with the disruptive nature of moving cited as the underlying factor — a broader claim this one bears on
• Children evaluated their own performance as worse when they were slower in Grades 3 and 4 — related
• Neighborhood context is a transient ecological setting, with many families moving between neighborhood disadvantage quintiles during childhood — related
• A recent school move or a single move shows no evidence of relation to children's academic or social functioning — related
• Prior experimental housing mobility interventions (Gautreaux Project and Moving to Opportunity) linked moving from higher-poverty to lower-poverty areas with benefits in children's education, behavioral, and health outcomes — related
• Movement in and out of social and economic exposure (mobility) across childhood has implications for educational and cognitive outcomes, with upward and downward changes differing in benefit and risk — related