Cognitive skill performance among young children living in poverty: Risk, change, and the promotive effects of Early Head Start

By C. Ayoub, Erin E O'Connor, Gabrielle Rappolt-Schlictmann, C. Vallotton, H. Raikes, Rachel Chazan-Cohen. 2009

135 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/583aa4d5ce845673a1d9dc0e094850bfbddbfe2d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Elizabeth Allison
2. Peter Fonagy
3. P. Banerjee
4. Anthony Bateman
5. P. Luyten

In Education

1. Peter Fonagy
2. P. Banerjee

In Safety Research

1. Peter Fonagy
2. P. Banerjee

Citations in the corpus

• A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools (2016, background): “Ayoub et al. (2009) found 1–3-year-old children who had higher levels of negative emotionality evidenced more rapid rates of decline of cognitive skill scores.”
• The role of mentalizing and epistemic trust in the therapeutic relationship. (2014, background): “In contrast, social environments characterized by adversity (e.g., child neglect or abuse) impair cognitive development (Ayoub et al., 2009; Fernald, Weber, Galasso, & Ratsifandrihamanana, 2011; Goodman, Quas, & Ogle, 2010; Rieder & Cicchetti, 1989).”
• Does Early-Life Exposure to Stress Shape or Impair Cognition? (2013, unknown): “…ghettos) tend to score lower on standard tests of intelligence, language, memory, inhibition (i.e., behavioral restraint), and other abilities (Ayoub et al., 2009; Fernald, Weber, Galasso, & Ratsifandrihamanana, 2011; Goodman, Quas, & Ogle, 2010; Hostinar, Stellern, Schaefer, Carlson, &…”