Economic inequities are common in low and middle-income countries (LMIC), and are associated with poor growth and development among young children. The objectives are to examine whether maternal education and home environment quality: 1) protect children by attenuating the association between economic inequities and children's growth and…

The influences of schooling and everyday experiences on cognitive development are typically confounded. In the present study, we unraveled the influence of chronological age and years of schooling on the development of general cognitive competency in a two-wave longitudinal design with a three-year interval among 181 Kharwar children in India,…

This article documents differences in cognitive development, as measured by the Peabody Picture Vocabulary Test (PPVT), between children from households with high and low socioeconomic status (SES) in two different phases of early childhood in four developing countries. A large number of potential mediators, such as urban residence, preschool…

The purpose of this study was to explore correlates of childhood social-withdrawal in India. Participants were n = 929 elementary school-aged children in New Delhi. Children completed peer nominations of social-withdrawal, aggression, and sociometric status, as well as self-report measures of loneliness and depressive symptoms. Teachers rated…

Cultures differ with respect to parenting strategies already during infancy. Distal parenting, i.e., face-to-face context and object stimulation, is prevalent in urban educated middle-class families of Western cultures; proximal parenting, i.e., body contact and body stimulation, is prevalent in rural, low-educated farmer families. Parents from…

The confounding of chronological and educational age and of schooling and socioeconomic status are persistent problems in the study of the cognitive consequences of schooling. The educational system among the Kharwar in India provides a natural experiment to overcome these problems, since it shows neither source of confounding. The sample…

Upper-middle-class and working-class children (N=249) were sampled to examine the relationship between maternal disciplinary practices and the development of moral judgment. Results indicated only upper-middle-class girls' moral development was significantly correlated with maternal disciplinary practices. (Author/DB)

Investigates (1) the relationships between cognitive performance and cognitive styles and predictive possibilities and (2) performance differences by sex, school, grade, and income in 92 Indian adolescents. Assessment measures included Liquid Conservation, Islands, Goat-Lion, Hanoi-Tower, Rabbits (Piagetian); Block Design (WISC-R); Paper Cutting…