Abstract
In their seminal study “Meaningful differences in the everyday experience of young American children”, Hart and Risley (1995) showed a close relationship between differences in family environment and children's development. The conventional conclusion was that children's cognitive development (measured by psychometric intelligence and verbal ability tests) depends on parental socioeconomic status (SES), especially on wealth. We reanalyzed their data and show that the quality of education given by parents is crucial (βPEB=.58) and not the diffuse aggregate measure of SES (βSES=.11). Additionally, we compare their sample with a similar but larger sample (Hoff, 2003) showing the same pattern of results. Possible causal factors (associated environmental and genetic factors) are discussed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
