Access the full text.
Sign up today, get DeepDyve free for 14 days.
W. E. Dixon, C. Shore (1997)
Temperamental predictors of linguistic style during multiword acquisition, 20
B. Hart, T. R. Risley (1995)
Meaningful differences in the everyday experience of young American children
P. Leigh, M. A. Nievar, L. Nathans (2011)
Maternal sensitivity and language in early childhood: A test of the transactional model, 113
J. R. Best, P. H. Miller (2010)
A developmental perspective on executive function, 81
L. B. Adamson, R. Bakeman, K. Suma (2016)
The Joint Engagement Rating Inventory (JERI)
C. Ayoub, C. D. Vallotton, A. M. Mastergeorge (2011)
Developmental pathways to integrated social skills: The roles of parenting and early intervention, 82
S. Doebel, L. E. Michaelson, Y. Munakata (2020)
Good things come to those who wait: Delaying gratification likely does matter for later achievement (a commentary on Watts, Duncan, & Quan, 2018), 31
A. Conway (2020)
Longitudinal associations between parenting and inattention, impulsivity, and delay of gratification in preschool‐aged children: The role of temperamental difficultness and toddler attention focusing, 45
Z. Li (2022)
The intertemporal connection between preschool delay of gratification and later academic performance in primary schools: Evidence from China, 25
A. F. Mirsky, B. J. Anthony, C. C. Duncan, M. B. Ahearn, S. G. Kellam (1991)
Analysis of the elements of attention: A neuropsychological approach, 2
C. C. Raver (1996)
Relations between social contingency in mother‐child interaction and 2‐year‐olds' social competence, 32
J. Huttenlocher, H. Waterfall, M. Vasilyeva, J. Vevea, L. V. Hedges (2010)
Sources of variability in children's language growth, 61
(2002)
Early child care and children's development prior to school entry: Results from the NICHD Study of Early Child Care, 39
M. M. McClelland, C. E. Cameron, S. B. Wanless, A. Murray, O. Saracho, B. Spodek (2007)
Contemporary perspectives on social learning in early childhood education
(1999)
Child care and mother‐child interaction in the first three years of life, 35
J. R. Best, P. H. Miller, J. A. Naglieri (2011)
Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample, 21
M. W. Fuhs, J. D. Day (2011)
Verbal ability and executive functioning development in preschoolers at head start, 47
L. Conway, P. Levickis, J. Smith, F. Mensah, M. Wake, S. Reilly (2018)
Maternal communicative behaviours and interaction quality as predictors of language development: Findings from a community‐based study of slow‐to‐talk toddlers, 54
M. H. Bornstein, D. L. Putnick, Y. Bohr, M. Abdelmaseh, C. Y. Lee, G. Esposito (2020)
Maternal sensitivity and language in infancy each promotes child core language skill in preschool, 51
L. B. Jahromi, Y. Chen, A. J. Dakopolos, A. Chorneau (2019)
Delay of gratification in preschoolers with and without autism spectrum disorder: Individual differences and links to executive function, emotion regulation, and joint attention, 23
L. J. Kuhn, M. T. Willoughby, M. P. Wilbourn, L. Vernon‐Feagans, C. B. Blair (2014)
Early communicative gestures prospectively predict language development and executive function in early childhood, 85
K. J. Preacher, D. D. Rucker, R. C. MacCallum, W. A. Nicewander (2005)
Use of the extreme groups approach: A critical reexamination and new recommendations, 10
J. M. Iverson, O. Capirci, E. Longobardi, M. C. Caselli (1999)
Gesturing in mother‐child interactions, 14
M. P. Daneri, C. Blair, L. J. Kuhn (2019)
Maternal language and child vocabulary mediate relations between socioeconomic status and executive function during early childhood, 90
K. D. Jennings, I. Sandberg, S. A. Kelley, L. Valdes, K. Yaggi, A. Abrew, M. Macey‐Kalcevic (2008)
Understanding of self and maternal warmth predict later self‐regulation in toddlers, 32
L. R. Masek, S. J. Paterson, R. M. Golinkoff, R. Bakeman, L. B. Adamson, M. T. Owen, K. Hirsh‐Pasek (2021)
Beyond talk: Contributions of quantity and quality of communication to language success across socioeconomic strata, 26
A. Hendry, M. H. Johnson, K. Holmboe (2019)
Early development of visual attention: Change, stability, and longitudinal associations, 1
M. L. McGillion, J. S. Herbert, J. M. Pine, T. Keren‐Portnoy, M. M. Vihman, D. E. Matthews (2013)
Supporting early vocabulary development: What sort of responsiveness matters?, 5
K. Hirsh‐Pasek, L. B. Adamson, R. Bakeman, M. T. Owen, R. M. Golinkoff, A. Pace, K. Suma (2015)
The contribution of early communication quality to low‐income children's language success, 26
C. C. Raver, C. Blair, M. Willoughby (2013)
Poverty as a predictor of 4‐year‐olds' executive function: New perspectives on models of differential susceptibility, 49
J. L. Miller, J. Gros‐Louis (2013)
Socially guided attention influences infants’ communicative behavior, 36
S. E. Miller, S. Marcovitch (2015)
Examining executive function in the second year of life: Coherence, stability, and relations to joint attention and language, 51
M. H. Bornstein, C. S. Tamis‐Lemonda (1997)
Maternal responsiveness and infant mental abilities: Specific predictive relations, 20
R. S. Mistry, J. C. Biesanz, N. Chien, C. Howes, A. D. Benner (2008)
Socioeconomic status, parental investments, and the cognitive and behavioral outcomes of low‐income children from immigrant and native households, 23
L. B. Adamson, R. Bakeman, D. F. Deckner (2004)
The development of symbol‐infused joint engagement, 75
A. Diamond, K. Lee (2011)
Interventions shown to aid executive function development in children 4 to 12 years old, 333
S. M. Carlson (2005)
Developmentally sensitive measures of executive function in preschool children, 28
L. E. Michaelson, Y. Munakata (2020)
Same data set, different conclusions: Preschool delay of gratification predicts later behavioral outcomes in a preregistered study, 31
J. Gilkerson, J. A. Richards, S. F. Warren, D. K. Oller, R. Russo, B. Vohr (2018)
Language experience in the second year of life and language outcomes in late childhood, 142
A. Miyake, N. P. Friedman, M. J. Emerson, A. H. Witzki, A. Howerter, T. D. Wager (2000)
The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis, 41
B. A. Pan, M. L. Rowe, J. D. Singer, C. E. Snow (2005)
Maternal correlates of growth in toddler vocabulary production in low‐income families, 76
R. Kline (2011)
Principles and Practice of Structural Equation Modeling
M. B. Bibok, J. I. Carpendale, U. Müller (2009)
Parental scaffolding and the development of executive function, 2009
A. P. Broomell, C. L. Smith, S. D. Calkins, M. A. Bell (2020)
Context of maternal intrusiveness during infancy and associations with preschool executive function, 29
W. Mischel (1974)
Processes in delay of gratification, 7
D. R. Becker, A. Miao, R. Duncan, M. M. McClelland (2014)
Behavioral self‐regulation and executive function both predict visuomotor skills and early academic achievement, 29
C. Matte‐Gagné, A. Bernier (2011)
Prospective relations between maternal autonomy support and child executive functioning: Investigating the mediating role of child language ability, 110
J. Protzko (2020)
Kids These Days! Increasing delay of gratification ability over the past 50 years in children, 80
A. Diamond (2013)
Executive functions, 64
C. C. Raver, K. A. Adams, C. Blair (2017)
Handbook of competence and motivation: Theory and application
R. Distefano, E. Galinsky, M. M. McClelland, P. D. Zelazo, S. M. Carlson (2018)
Autonomy‐supportive parenting and associations with child and parent executive function, 58
J. Gilkerson, J. A. Richards, S. F. Warren, J. K. Montgomery, C. R. Greenwood, D. Kimbrough Oller, T. D. Paul (2017)
Mapping the early language environment using all‐day recordings and automated analysis, 26
M. J. Farah, D. M. Shera, J. H. Savage, L. Betancourt, J. M. Giannetta, N. L. Brodsky, H. Hurt (2006)
Childhood poverty: Specific associations with neurocognitive development, 1110
(2006)
Child‐care effect sizes for the NICHD Study of Early Child Care and Youth Development, 61
K. Lucca, M. P. Wilbourn (2019)
The what and the how: Information‐seeking pointing gestures facilitate learning labels and functions, 178
C. Blair, R. P. Razza (2007)
Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten, 78
N. Bayley (1991)
Bayley Scales of Infant Development: Second Edition (Standardization Version)
K. Begus, T. Gliga, V. Southgate (2014)
Infants learn what they want to learn: Responding to infant pointing leads to superior learning, 9
T. Fay‐Stammbach, D. J. Hawes, P. Meredith (2014)
Parenting influences on executive function in early childhood: A review, 8
C. Blair, P. D. Zelazo, M. T. Greenberg (2016)
Measurement of executive function in early childhood [Special issue], 28
M. R. Luinge, W. J. Post, H. P. Wit, S. M. Goorhuis‐Brouwer (2006)
The ordering of milestones in language development for children from 1 to 6 years of age, 49
A. Bernier, S. M. Carlson, N. Whipple (2010)
From external regulation to self‐regulation: Early parenting precursors of young children's executive functioning, 81
K. G. Noble, B. D. McCandliss, M. J. Farah (2007)
Socioeconomic gradients predict individual differences in neurocognitive abilities, 10
L. R. Masek, B. T. McMillan, S. J. Paterson, C. S. Tamis‐LeMonda, R. M. Golinkoff, K. Hirsh‐Pasek (2021)
Where language meets attention: How contingent interactions promote learning, 60
N. Garon, S. E. Bryson, I. M. Smith (2008)
Executive function in preschoolers: A review using an integrative framework, 134
E. C. Merz, S. H. Landry, J. J. Montroy, J. M. Williams (2017)
Bidirectional associations between parental responsiveness and executive function during early childhood, 26
INTRODUCTIONHigh‐quality interactions between caregivers and children lay a foundation for social and cognitive development (e.g., Bernier et al., 2010; Fay‐Stammbach et al., 2014; Jennings et al., 2008). Communicative engagement is particularly important. Smooth and balanced communication patterns between caregiver and child during play predicted child language a year later and accounted for far more variance than the amount of talk the caregiver used or the caregiver's sensitivity (Hirsh‐Pasek et al., 2015; Masek, Paterson et al., 2021). A key feature of communicative engagement is conversational turn‐taking. Conversational turn‐taking between caregivers and 18‐month‐old infants predicted significant variability in language skills up to 10 years later (Gilkerson et al., 2018). However, communicative interactions may support more than language. Aspects of caregiver‐child interaction have been found to predict executive function (EF), a constellation of skills related to the control of attention, cognitive resources, and behavior (Bernier et al., 2010; Distefano et al., 2018; Jennings et al., 2008; Masek, McMillan et al., 2021). Some researchers posit that relations between caregiver‐child interaction and child EF are mediated by child language (Ayoub et al., 2011; Matte‐Gagné & Bernier, 2011). Using structural equation modeling, we expand upon prior research by examining how communicative, dyadic engagement observed between parent and child contributes to variability in children's EF skills, and how children's budding
Developmental Science – Wiley
Published: May 1, 2023
Keywords: caregiver‐child interaction; executive function; infancy; language development; preschool
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.