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Cumulative social disadvantage impacts children's neurocognitive development, affecting theory of mind (ToM) and executive functioning (EF). Early social cognition influences later ToM and EF through language skills, regardless of risk background.

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Area of Science:

  • Developmental psychology
  • Neuroscience
  • Child development

Background:

  • Cumulative social risk is linked to developmental disparities in children.
  • Early social cognition and language skills are crucial for later neurocognitive development.

Purpose of the Study:

  • To examine the impact of cumulative social risk on children's theory of mind (ToM) and executive functioning (EF).
  • To test a cascade model where early social cognition predicts later ToM and EF via language skills.
  • To investigate if this pathway differs based on social risk status.

Main Methods:

  • Longitudinal study of 501 children from birth to 4.5 years.
  • Assessed cumulative social disadvantage using 8 psychosocial risk factors.
  • Measured social cognition (18 months), language (3 years), ToM, and EF (3 & 4.5 years).

Main Results:

  • Cumulative social risk showed disparities in neurocognitive development, becoming more pronounced over time.
  • Early social cognition at 18 months predicted preschool ToM and EF through receptive language at age 3.
  • This developmental pathway was consistent across low- and high-risk groups.

Conclusions:

  • Cumulative social disadvantage significantly affects children's neurocognitive development.
  • Language skills mediate the relationship between early social cognition and later ToM/EF.
  • The identified developmental pathways are robust across different social risk levels.