Parental educational level influence on memory and executive performance in children - 06/07/12
, S. Willems, C. Lejeune, T. Meulemans
Corresponding author.Benvenuto su EM|consulte, il riferimento dei professionisti della salute.
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Abstract |
Introduction |
The influence of Parental Educational Status (PES) on cognitive performance has been confirmed in several studies.
Objective |
The aim of this study was to explore the relationship between PES and several domains of cognitive functioning and examine, through mediation analyses, the relationship between PES, language, and cognitive tasks.
Method |
We first administered tasks measuring memory, executive and attentional abilities to 64 European native French speakers, divided into two groups of children according to parents’ educational status.
Results |
The results suggest that, on most tasks, the effect of socio-educational status is mediated by language abilities. However, because the results were less clear for executive functions, we carried out a second experiment in which we administered more specific executive measures (i.e. inhibition, cognitive flexibility, updating and reasoning) to 80 children.
Conclusion |
The results confirmed the influence of the parents’ educational status on the executive functioning and also that, contrary to other cognitive functions, this influence on executive tasks is not completely explained by language differences.
Il testo completo di questo articolo è disponibile in PDF.Résumé |
Cette étude vise à explorer l’influence du niveau éducationnel parental sur le fonctionnement cognitif chez des enfants en âge scolaire. Dans la première étude, nous avons tout d’abord administré des tâches qui évaluent les capacités attentionnelles, exécutives et mnésiques chez 64 enfants francophones répartis en deux groupes en fonction du niveau éducationnel de leurs parents. Les résultats montrent que, pour la plupart des tâches, l’effet du niveau socioéducationnel est expliqué par les capacités langagières de ces enfants. Dans une seconde étude, nous avons exploré les capacités d’inhibition, de flexibilité cognitive, de mise à jour et de raisonnement de 80 enfants également répartis en deux groupes. Les résultats confirment l’influence du niveau socioéducationnel parental sur le fonctionnement exécutif. En outre, ces résultats montrent que cette influence n’est pas totalement expliquée par des différences langagières.
Il testo completo di questo articolo è disponibile in PDF.Keywords : Parental level influence, Cognitive performance, Children
Mots clés : Influence du niveau éducationnel parental, Performance cognitive, Enfant
Mappa
Vol 62 - N° 3
P. 161-171 - luglio 2012 Ritorno al numero
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