| dc.description | PSY-PC 4999 Honors Thesis
Dr. Kathryn L. Humphreys
Psychological literature could be enriched by increasing specificity in defining socioeconomic status and models of its effects for children and families. There is existing evidence for differences in a variety of developmental outcomes associated with SES, particularly language development, which underlines the importance of introducing more specificity into this body of literature to understand proposed pathways between these associations and to recognize the systemic nature of SES and its associated developmental context. The current study examines three measures of a child’s SES: maternal educational attainment, household income-to-needs ratio, and economic standing of the child’s neighborhood (the proportion of residents living at or below the Federal Poverty Threshold within U.S. Census Bureau census tracts). Each will be examined in relation to one another, as well as to the linguistic input in the caregiving environment children experience (a proposed pathway for the relationship between SES and child development). The current study will determine how these measures of SES are intercorrelated, how they are linked to the child’s exposure to language, and how SES measurement is important for our understanding of the links between SES and the child’s language environment. | en_US |
