Journal Articles

A commentary in response to a meta-analysis published in JAMA Otolaryngology Head & Neck Surgery about the role of social determinants of health on language and academic outcomes in pediatric cochlear implant recipients.

This randomized controlled trial examines the long-term impact of the 3Ts-Home Visiting intervention on preschool-aged children’s language skills.

This randomized controlled trial examined whether the quantity and quality of maternal language input were increased through the 3Ts Home Visiting (3Ts-HV) intervention early in toddlerhood.

This randomized controlled trial showed that video-based anticipatory guidance implemented at well-child visits in the first six months increased knowledge of early cognitive and language development.

In this paper, we use a longitudinal field experiment with 953 children and their parents to investigate whether there are differences in parental investments at early ages by child gender.

The current efficacy study tested the hypothesis that quantity of math talk among low-SES caregivers and children is increased via a caregiver education curriculum aimed at improving caregivers’ language input to children.

Paper describes the use of human-centered design to create a novel tool to help health providers offer guidance on early cognitive and language development during well-child visits.

Socioeconomic gaps in child development open up early, with associated disparities in parental investments in children. Understanding the drivers of these disparities is key to designing effective policies.

Leveraging the economic framework of Al-Ubaydli et al. (2019), we put forward 12 simple proposals, spanning researchers, policymakers, funders and stakeholders, which together tackle the most vexing scalability threats.

We present results from the first study to examine the causal impact of early-childhood education on the social preferences of children.

This study sheds light on the importance of promoting parental knowledge about cognitive and language development to foster parental cognitive stimulations and language inputs during the first year of life.

The objective of this study is to determine the efficacy of an interactive, home visiting curriculum tailored to low socio‐economic status families in improving parental knowledge of paediatric nutrition and healthy lifestyle.

We investigate whether this might reflect not only differences in ability but also differences in effort on the test.

This study evaluated the efficacy of the six-month 3Ts Home Visiting (3Ts-HV) curriculum, designed to empower socioeconomically disadvantaged caregivers with evidence-based knowledge and strategies.

By elevating “talk, read, and sing” to the top of the newborn discharge list, future pediatricians will be ensuring that healthy brain development is the standard of care for all children.

In this study, we combine behavioral economics with field experiments to reimagine a new model of early childhood education.

This study reported the development and initial validation of the Survey of Parent/Provider Expectations and Knowledge (SPEAK), a self-administered questionnaire assessing expectations and knowledge about early childhood cognitive and language development.

A total of 427 women (aged 18-45 years) who delivered a singleton neonate without serious medical complications were randomized to watch either an educational intervention or the sudden infant death syndrome video.

Economists often conduct experiments that demonstrate the benefits to individuals of modifying their behavior, such as using a new production process at work or investing in energy saving technologies.

This paper provides an overview of the main reasons for a breakdown in scalability.

In this study, we detail the use of formative testing to inform the development of a curriculum designed to support the Universal Newborn Hearing Screening (UNHS).

A randomized controlled trial was used to evaluate whether the intervention improved parents’ knowledge of child language development and increased the amount and diversity of parent talk.

The current study examined the role of early theory of mind and executive functioning in facilitating sharing in a large sample (N = 98) of preschoolers.

This article explores the efficacy of parent-directed interventions and their potential applicability to the wider educational achievement gap seen in typically developing populations of low socioeconomic status.

This exploratory pilot study evaluates the feasibility and efficacy of a novel behavior-change strategy, quantitative linguistic feedback, to influence adult linguistic behavior and, as a result, a child’s early language environment.

Through a series of field experiments involving thousands of primary and secondary school students, we demonstrate the power of behavioral economics to influence educational performance.

In this study, we use a large-scale incentivized experiment with nearly 1,300 participants to show that the gender gap in spatial abilities, measured by time to solve a puzzle, disappears when we move to a matrilineal society.

This study offers evidence to show that PCI audiologists note an SES-related disparity in the field of PCI.