The Legacy of Early Experiences in Development: Formalizing Alternative Models of How Early Experiences Are Carried Forward over Time

Psychologists have long debated the role of early experience in social and cognitive development. However, traditional approaches to studying this issue are not well positioned to address this debate. The authors present simulations that indicate that the associations between early experiences and l...

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Bibliographic Details
Published in:Developmental psychology 2013-01, Vol.49 (1), p.109-126
Main Authors: Fraley, R. Chris, Roisman, Glenn I, Haltigan, John D
Format: Article
Language:English
Subjects:
Academic achievement
Adolescent
Adolescents
Aggression
Attachment Behavior
Biological and medical sciences
Child
Child care
Child Development
Childhood Development
Cognition
Cognitive ability
Cognitive Development
Competitive Behavior
Context Effect
Development
Developmental psychology
Developmentally Appropriate Practices
Differences
Early Experience
Educational Status
Female
Fundamental and applied biological sciences. Psychology
Human
Human development
Humans
Interpersonal Competence
Longitudinal Studies
Male
Models, Psychological
Mother-Child Relations
Mothers
Opinions
Parent Child Relationship
Personal Autonomy
Psychologists
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychosocial Development
Reliability
Research Methodology
Role
Simulation
Social Behavior
Social competence
Social Development
Social Skills
Social Skills Rating System
Students - psychology
Young Children
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Summary:Psychologists have long debated the role of early experience in social and cognitive development. However, traditional approaches to studying this issue are not well positioned to address this debate. The authors present simulations that indicate that the associations between early experiences and later outcomes should approach different asymptotic values across time, given alternative assumptions about the developmental significance of early experience. To test the predictions of alternative developmental models, the authors examine data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) on maternal sensitivity in the first 3 years of life and its association with social competence and academic skills through age 15. Across multimethod, multi-informant outcome data, results suggest that there may be enduring effects of early caregiving experiences in both of these domains. (Contains 8 tables, 5 figures and 3 footnotes.)
ISSN:0012-1649
1939-0599
DOI:10.1037/a0027852