Do Children Cause the Cognitive Stimulation they Receive? Modelling the Direction of Causality

Abstract

AbstractWe tested the directionality of associations between children’s early-life cognitive development and the cognitive stimulation that they received from their parents. Our sample included up to 15,314 children from the Twins Early Development Study (TEDS), who were born between 1994 and 1996 in England and Wales and assessed at ages 3 and 4 years on cognitive development and cognitive stimulation, including singing rhymes, reading books, and playing games. Using genetically informative cross-lagged models, we found consistent, bidirectional effects from cognitive development at age 3 to cognitive stimulation at age 4, and from cognitive stimulation at age 3 to cognitive development at age 4. These cross-lagged longitudinal effects were largely explained by underlying common genetic and shared environmental factors, rather than reflecting causal mechanisms. Our findings emphasize the active role that children play in constructing their own learning experiences.