Longitudinal association of child maltreatment and cognitive functioning: Implications for child development |
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| Institution: | 1. Center for Advanced Studies in Child Welfare, School of Social Work, College of Education and Human Development, University of Minnesota, St. Paul, MN, United States;2. Department of Internal Medicine, School of Medicine, Yale University, New Haven, CT, United States;3. Department of Pharmaceutical Care and Health Systems, College of Pharmacy, University of Minnesota, Minneapolis, MN, United States;1. Clinic of Psychiatry and Psychotherapy, Center for Psychosocial Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany;2. Institute of Systems Neuroscience, Center of Experimental Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany;3. Department of Psychiatry, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa;1. Institute of Child Development, University of Minnesota, United States;2. School of Public Health, University of Minnesota, United States;3. Department of Pediatrics, University of Minnesota, United States;1. Department of Nursing, National Cheng Kung University Hospital, College of Medicine, National Cheng Kung University, Tainan, Taiwan;2. Department of Nursing, College of Medicine, National Cheng Kung University, Tainan, Taiwan;3. International Doctoral Program in Nursing, Department of Nursing, College of Medicine, National Cheng Kung University, Tainan, Taiwan;1. Center for Human Genetic Research, Massachusetts General Hospital, USA;2. Department of Psychiatry, Harvard Medical School, USA;3. Stanley Center for Psychiatric Research, The Broad Institute of Harvard and MIT, USA;4. Harvard Graduate School of Education, Cambridge, MA, USA;5. Boston Children''s Hospital, Boston, MA, USA;6. Center on the Developing Child, Harvard University, USA;1. Pennsylvania State University, Department of Sociology and Criminology and the Child Maltreatment Solutions Network, 505 Oswald Tower, University Park, PA, 16801, United States;2. Virginia Commonwealth University, School of Social Work, United States;1. School of Psychology, University of Sydney, Australia;2. School of Health and Rehabilitation Sciences, University of Queensland, Australia |
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| Abstract: | Although research investigating associations among child maltreatment, cognitive functioning, and academic achievement has grown in recent years, important questions remain. In particular, assessing the influence of maltreatment apart from that of other co-occurring and confounding factors remains difficult. This study was developed to further the field’s understanding by investigating cognitive functioning in association with time-variant maltreatment patterns. Using multiple time-variant linear mixed models, we investigated the relationships between maltreatment timing and three domains of cognitive functioning (i.e., knowledge, comprehension, and analysis). In general, the cognitive functioning of students who experienced maltreatment was lower than that of their peers who had yet to experience maltreatment at the time of testing. Results of LMM indicated that the cognitive functioning of students who experienced maltreatment concurrent with the testing year fluctuated over time whereas the cognitive functioning of students who experienced maltreatment prior to or after the testing year remained stable. Students who experienced concurrent maltreatment showed the lowest functioning of any group. While maltreatment timing was a significant predictor of cognitive functioning over time, the addition of poverty into the model resulted in a non-significant effect of maltreatment timing. Additional research is needed to disentangle the longitudinal effect of maltreatment on cognitive functioning and address the interacting role of poverty and chronic maltreatment. |
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| Keywords: | Child maltreatment Adverse childhood experience Cognitive functioning |
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