What is it about?
Multinomial logistic regressions tested whether early-life factors reflecting prenatal growth, parental socioeconomic status, parental mental health and stress, and mother-infant interactional quality predicted class membership of "rapid", "typical" and "delayed" learners as assessed longitudinally with the Bayley developmental scales at 6, 12, and again at 18 months.
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Why is it important?
The differential outcome is of importance: Higher paternal education increased the likelihood of belonging to the “rapid learners” class relative to the “typical learners”, whereas better mother-infant interactional quality distinguished “rapid learners” from “delayed learners”.
Perspectives
By examining diverse prenatal, family, and social influences, including paternal characteristics often overlooked in prior research, I think this study may provide new insights into the origins of individual differences in early cognitive and language development.
Professor Lars Smith
University of Oslo
Read the Original
This page is a summary of: Profiles of Early Cognitive and Language Development: Links to Early-Life Factors, January 2026, Elsevier,
DOI: 10.2139/ssrn.6532577.
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