Sustained attention in infancy: A foundation for the development of multiple aspects of self-regulation for children in poverty.
Academic Article
Overview
abstract
There are many avenues by which early life poverty relates to the development of school readiness. Few studies, however, have examined the extent to which sustained attention, a central component of self-regulation in infancy, mediates relations between poverty-related risk and cognitive and emotional self-regulation at school entry. To investigate longitudinal relations among poverty-related risk, sustained attention in infancy, and self-regulation prior to school entry, we analyzed data from the Family Life Project, a large prospective longitudinal sample (N = 1292) of children and their primary caregivers in predominantly low-income and nonurban communities. We used structural equation modeling to assess the extent to which a latent variable of infant sustained attention, measured in a naturalistic setting, mediated the associations between cumulative poverty-related risk and three domains of self-regulation. We constructed a latent variable of infant sustained attention composed of a measure of global sustained attention and a task-based sustained attention measure at 7 and 15 months of age. Results indicated that infant sustained attention was negatively associated with poverty-related risk and positively associated with a direct assessment of executive function abilities and teacher-reported effortful control and emotion regulation in pre-kindergarten. Mediation analysis indicated that the association between poverty-related risk and each self-regulation outcome was partially mediated by infant attention. These results provide support for a developmental model of self-regulation whereby attentional abilities in infancy act as a mechanism linking the effects of early-life socioeconomic adversity with multiple aspects of self-regulation in early childhood.
