The Impact Of Poverty On Infant Development: A Microanalytic Study Of The Mediating Role Of Parent-Child Interaction During Pretense

dc.contributor.authorBlackburn, Erika
dc.contributor.chairCasasola,Marianella
dc.contributor.committeeMemberRobertson,Steven S
dc.contributor.committeeMemberEvans,Gary William
dc.date.accessioned2016-04-04T18:05:14Z
dc.date.available2016-04-04T18:05:14Z
dc.date.issued2016-02-01
dc.description.abstractResearch suggests that poverty impacts cognitive development early, as an economic achievement gap is evident prior to entry into primary school. This study examined 95 low- and middle-income parent-child dyads micro-analytically to test for income related differences in patterns of parent-child interaction during a standardized pretend play task. Sequential analysis suggested differences in parent-child contingency, with middle-income dyads evidencing stronger contingency relationships between parent and child behavior. Importantly, sequential analysis also showed that middle-income infants spend significantly more time in mutual pretend play with parents than low-income 12-month-olds. A full test of the mediation model using a micro-level measure of parent-child interaction as a mediator yielded insignificant results.
dc.identifier.otherbibid: 9597020
dc.identifier.urihttps://hdl.handle.net/1813/43600
dc.language.isoen_US
dc.subjectPoverty
dc.subjectPretend play
dc.subjectCognitive development
dc.titleThe Impact Of Poverty On Infant Development: A Microanalytic Study Of The Mediating Role Of Parent-Child Interaction During Pretense
dc.typedissertation or thesis
thesis.degree.disciplineDevelopmental Psychology
thesis.degree.grantorCornell University
thesis.degree.levelDoctor of Philosophy
thesis.degree.namePh. D., Developmental Psychology
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