Allhusen V, Belsky J, Kersey HB, Booth C, Bradley R, Brownell CA, Burchinal M, Caldwell B, Campbell SB, Clarke-Stewart KA, Cox M, Friedman SL, Hirsh-Pasek K, Houts R, Huston A, Jaeger E, Kelly JF, Knoke B, Kochanoff A, Marshall N, McCartney K, McLeod L, Morrison FJ, O'Brien M, Owen MT, Payne C, Phillips D, Pianta R, Robeson WW, Spieker S, Vandell DL, Wallner-Allen KE. Do children's attention processes mediate the link between family predictors and school readiness? Dev Psychol. 2003 Jan 1;39(3):581-93.

The role of attention processes as possible mediators between family environment and school readiness was analyzed with data from 1,002 children and their families. Data on children's sustained attention, impulsivity, and school readiness (i.e., cognitive, achievement, language, and social development) were obtained at 54 months of age, and quality of the family environment was assessed throughout the first 54 months. Mediation tests showed that children's sustained attention partially accounted for the link between family environment and achievement and language outcomes. Impulsivity partially accounted for the link between family environment and achievement, social competence, and externalizing behaviors. The roles of sustained attention and of inhibition of impulsive responding in the relation between family characteristics and school readiness are discussed.