Magda Osman
A Case Study: Dual-Process Theories of Higher Cognition-Commentary on Evans & Stanovich (2013)
Perspectives on psychological science : a journal of the Association for Psychological Science
welldocumented early life adversity negatively affects children academically impacts magnify number negative life events nles experience increases however unclear whether types nles children exposed differentially relate levels academic competence component educational functioning present study addressed question assessing relationships different types early life adversity academic competence 4 6yearolds n 111 using secondary data analyses parent reports respondents indicated childrens levels academic competence exposure nles results showed family turmoil b 231 95 ci 405 057 p 01 f2 07 poverty b 292 95 ci 431 153 p 001 f2 16 violence b 343 95 ci 514 173 p 001 f2 15 negatively predicted academic competence whereas family separation deathillness relate academic competence additionally poverty negatively predicted academic competence beyond family turmoil violence b 236 95 ci 049 072 p 03 f2 04 findings demonstrate types nles negatively predict preschoolers academic competence illustrating differential relationship different types early life adversity academic performance moreover findings reveal deleterious impacts certain types nles childrens academics prior beginning formal education suggesting importance early intervention targeting family turmoil poverty violence young age